Validating written feedback in clinical formative assessment

References

• AoMRC. 2016. Improving Assessment: Further Guidance and Recommendations. London: Academy of Medical Royal Colleges.
   Google Scholar
• Archer, J., M. McGraw, and H. Davies. 2010. “Assuring Validity of Multisource Feedback in a National Programme.” Archives of Disease in Childhood 95(5): 330–335. doi:10.1136/adc.2008.146209.
   PubMed Web of Science ®Google Scholar
• ARG. 2002. Assessment for Learning: 10 Principles. Research-Based Principles to Guide Classroom Practice. London: Assessment Reform Group. https://www.researchgate.net/publication/271849158
   Google Scholar
• Augustine, K., P. McCoubrie, J. R. Wilkinson, and L. McKnight. 2010. “Workplace-Based Assessment in Radiology-Where to Now?” Clinical Radiology 65(4): 325–332. doi:10.1016/j.crad.2009.12.004.
   PubMed Web of Science ®Google Scholar
• Barrett, A., R. Galvin, Y. Steinert, A. Scherpbier, A. O’Shaughnessy, G. Walsh, and M. Horgan. 2016. “Profiling Postgraduate Workplace-Based Assessment Implementation in Ireland: A Retrospective Chort Study.” SpringerPlus 5(1): 133. doi:10.1186/s40064-016-1748-x.
   PubMedGoogle Scholar
• Bennett, R. E. 2011. “Formative Assessment: A Critical Review.” Assessment in Education: Principles, Policy & Practice 18(1): 5–25. doi:10.1080/0969594X.2010.513678.
   Google Scholar
• Black, P., and D. Wiliam. 1998. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy & Practice 5(1): 7–74.
   Google Scholar
• Bloom, B. S., J.T. Hastings, and G. Madaus. 1971. Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw-Hill.
   Google Scholar
• Bloxham, S., and L. Campbell. 2010. “Generating Dialogue in Assessment Feedback: Exploring the Use of Interactive Cover Sheets.” Assessment & Evaluation in Higher Education 35(3): 291–300. doi:10.1080/02602931003650045.
   Web of Science ®Google Scholar
• Brann, M., and M. Mattson. 2004. “Reframing Communication during Gynaecological Exams: A Feminist Virtue Ethic of Care Perspective.” In Gender in Applied Communication Contexts, edited by H. Sterk, P. M. Buzzanell, and L. H. Turner, 147–168. London: Sage Publications Limited.
   Google Scholar
• Burford, B.,. J. Illing, C. Kergon, G. Morrow, and M. Livingston. 2010. “User Perceptions of Multi-Source Feedback Tools for Junior Doctors.” Medical Education 44(2): 165–176. doi:10.1111/j.1365-2923.2009.03565.x.
   PubMed Web of Science ®Google Scholar
• Canavan, C.,. M.C. Holtman, M. Richmond, and P. Katsufrakis. 2010. “The Quality of Written Comments on Professional Behaviors in a Developmental Multisource Feedback Program.” Academic Medicine 85(10 Suppl): S106–S109. doi:10.1097/ACM.0b013e3181ed4cdb.
   PubMedGoogle Scholar
• Carless, D. 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31(2): 219–233. doi:10.1080/03075070600572132.
   Web of Science ®Google Scholar
• Carless, D. 2013. “Trust and Its Role in Facilitating Dialogic Feedback.” In Feedack in Higher and Professional Education: Understanding and Doing It Well, edited by D. Boud and E. Molloy, 90–103. London: Routledge.
   Google Scholar
• Carless, D., D. Salter, M. Yang, and J. Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36(4): 395–407. doi:10.1080/03075071003642449.
   Web of Science ®Google Scholar
• Cho, S.P., D. Parry, and W. Wade. 2014. “Lessons Learnt from a Pilot of Assessment for Learning.” Clinical Medicine 14(6): 577–584. doi:10.7861/clinmedicine.14-6-577.
   PubMed Web of Science ®Google Scholar
• Cohen, S. N., P. B. Farrant, and S. M. Taibjee. 2009. “Assessing the Assessments: U.K. dermatology Trainees' Views of the Workplace Assessment Tools.” British Journal of Dermatology 161(1): 34–39. doi:10.1111/j.1365-2133.2009.09097.x.
   PubMed Web of Science ®Google Scholar
• Committee of Postgraduate Medical Deans. 2016. A Reference Guide for Postgraduate Specialty Training in the UK: The Gold Guide. 6th ed. Conference of Postgraduate Medical Deans of the United Kingdom. London.
   Google Scholar
• Crisp, B. R. 2007. “Is It Worth the Effort? How Feedback Influences Students’ Subsequent Submission of Assessable Work.” Assessment & Evaluation in Higher Education 32(5): 571–581. doi:10.1080/02602930601116912.
   Google Scholar
• Crooks, T. J. 1988. “The Impact of Classroom Evaluation Practices on Students.” Review of Educational Research 58(4): 438–481. doi:10.3102/00346543058004438.
   Web of Science ®Google Scholar
• Dannefer, E. F. 2013. “Beyond Assessment of Learning toward Assessment for Learning: Educating Tomorrow's Physicians.” Medical Teacher 35(7): 560–563. doi:10.3109/0142159X.2013.787141.
   PubMed Web of Science ®Google Scholar
• Driessen, E., and F. Scheele. 2013. “What Is Wrong with Assessment in Postgraduate Training. Lessons from Clinical Practice and Educational Research.” Medical Teacher 35(7): 569–574. doi:10.3109/0142159X.2013.798403.
   PubMed Web of Science ®Google Scholar
• Evans, C. 2013. “Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83(1): 70–120. doi:10.3102/0034654312474350.
   Web of Science ®Google Scholar
• Fernando, N., J. Cleland, H. McKenzie, and K. Cassar. 2008. “Identifying the Factors That Determine Feedback Given to Undergraduate Medical Students following Formative mini-CEX Assessments.” Medical Education 42(1): 89–95. doi:10.1111/j.1365-2923.2007.02939.x.
   PubMed Web of Science ®Google Scholar
• Gardner, J. 2012. “Assessment and Learning: Introduction.” In Assessment and Learning, edited by J. Gardner, 1–8. London: Sage Publications Limited.
   Google Scholar
• Glaesser, J., and B. Cooper. 2012. “Educational Achievement in Selective and Comprehensive Local Education Authorities: A Configurational Analysis.” British Journal of Sociology of Education 33(2): 223–244. doi:10.1080/01425692.2011.649833.
   Web of Science ®Google Scholar
• GMC. 1993. Tomorrow's Doctors. London: The General Medical Council.
   Google Scholar
• GMC. 2010. Workplace Based Assessment: A Guide for Implementation. Manchester: General Medical Council.
   Google Scholar
• GMC. 2013. National Training Survey 2013: Key Findings. Manchester: General Medical Council.
   Google Scholar
• GMC. 2017a. Designing and Maintaining Postgraduate Assessment Programmes. Manchester: General Medical Council.
   Google Scholar
• GMC. 2017b. Excellence by Design: Standards for Postgraduate Curricula. Manchester: General Medical Council.
   Google Scholar
• Graneheim, U. H., and B. Lundman. 2004. “Qualitative Content Analysis in Nursing Research: Concepts, Procedures and Measures to Achieve Trustworthiness.” Nurse Education Today 24(2): 105–112. doi:10.1016/j.nedt.2003.10.001.
   PubMed Web of Science ®Google Scholar
• Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77(1): 81–112. doi:10.3102/003465430298487.
   Web of Science ®Google Scholar
• Holmboe, E. S., M. Yepes, F. Williams, and S. J. Huot. 2004. “Feedback and the Mini Clinical Evaluation Exercise.” Journal of General Internal Medicine 19(5): 558–561. doi:10.1111/j.1525-1497.2004.30134.x.
   PubMed Web of Science ®Google Scholar
• Johnson, G., J. Barrett, M. Jones, D. Parry, and W. Wade. 2008. “Feedback from Educational Supervisors and Trainees on the Implementation of Curricula and the Assessment System for Core Medical Training.” Clinical Medicine 8(5): 484–489. doi:10.7861/clinmedicine.8-5-484.
   PubMed Web of Science ®Google Scholar
• Jolly, B., and D.B. Boud. 2013. “Written Feedback. What It Is Good for and How Can We Do It Well?” In Feedback in Higher and Professional Education: Understanding It and Doing It Well, edited by E. Molloy and D. Boud, 104–124. London: Routledge.
   Google Scholar
• Kane, M. 2006. “Validation.” In Educational Measurement, edited by R. L. Brennan, 17–64. Washington, DC: American Council on Education/Praeger.
   Google Scholar
• Kluger, A. N., and A. DeNisi. 1996. “The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory.” Psychological Bulletin 119(2): 254–284. doi:10.1037/0033-2909.119.2.254.
   Web of Science ®Google Scholar
• Legewie, N. 2013. “An Introduction to Applied Data Analysis with Qualitative Comparative Analysis (QCA) Forum.” Qualitative Social Research 14(3): 16.
   Google Scholar
• Massie, J., and M.J. Ali. 2016. “Workplace-Based Assessment: A Review of User Perceptions and Strategies to Address the Identified Shortcomings.” Advances in Health Sciences Education 21(2): 455–473. doi:10.1007/s10459-015-9614-0.
   PubMed Web of Science ®Google Scholar
• McKavanagh, P., A. Smyth, and A. Carragher. 2012. “Hospital Consultants and Workplace Based Assessments: How Foundation Doctors View These Educational Interactions?” Postgraduate Medical Journal 88(1037): 119–124. doi:10.1136/postgradmedj-2011-130121.
   PubMed Web of Science ®Google Scholar
• Newton, P. E. 2007. “Clarifying the Purposes of Educational Assessment.” Assessment in Education: Principles, Policy & Practice 14(2): 149–170. doi:10.1080/09695940701478321.
   Google Scholar
• Newton, P. E. 2017. “There Is More to Educational Measurement than Measuring: The Importance of Embracing Purpose Pluralism.” Educational Measurement: Issues and Practice 36(2): 5–15. doi:10.1111/emip.12146.
   Web of Science ®Google Scholar
• Norcini, J., M. B. Anderson, V. Bollela, V. Burch, M.J. Costa, R. Duvivier, R. Hays, M.F.P. Mackay, T. Roberts, and D. Swanson. 2018. “Consensus Framework for Good Assessment.” Medical Teacher 40(11): 1102–1109. doi:10.1080/0142159X.2018.1500016.
   PubMed Web of Science ®Google Scholar
• Orsmond, P., S. Merry, and K. Reiling. 2005. “Biology Students’ Utilization of Tutors’ Formative Feedback: A Qualitative Interview Study.” Assessment & Evaluation in Higher Education 30(4): 369–386. doi:10.1080/02602930500099177.
   Google Scholar
• Perrenoud, P. 1998. “From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a Wider Conceptual Field.” Assessment in Education: Principles, Policy & Practice 5(1): 85–102. doi:10.1080/0969595980050105.
   Google Scholar
• Preston, R., M. Gratani, K. Owens, P. Roche, M. Zimanyi, and B. Malau-Aduli. 2019. “Exploring the Impact of Assessment on Medical Students’ Learning.” Assessment & Evaluation in Higher Education: 1–16. doi:10.1080/02602938.2019.1614145.
   Web of Science ®Google Scholar
• Prins, F. J., D. M. Sluijsmans, and P. A. Kirschner. 2006. “Feedback for General Practitioners in Training: Quality, Styles, and Preferences.” Advances in Health Sciences Education 11(3): 289–303. doi:10.1007/s10459-005-3250-z.
   PubMed Web of Science ®Google Scholar
• Ragin, C.C. 2008. Redesigning Social Inquiry: Fuzzy Sets and Beyond. Chicago, IL: University of Chicago Press.
   Google Scholar
• Ramaprasad, A. 1983. “On the Definition of Feedback.” Behavioral Science 28(1): 4–13. doi:10.1002/bs.3830280103.
   Google Scholar
• RCR. 2016. Specialty Training Curriculum for Clinical Radiology. The Faculty of Clinical Radiology, The Royal College of Radiologists, London.
   Google Scholar
• Rees, C. E., J. A. Cleland, A. Dennis, N. Kelly, K. Mattick, and L. V. Monrouxe. 2014. “Supervised Learning Events in the Foundation Programme: A UK-Wide Narrative Interview Study.” BMJ Open 4(10): e005980. doi:10.1136/bmjopen-2014-005980.
   PubMed Web of Science ®Google Scholar
• Sadler, D.R. 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18(2): 119–144. doi:10.1007/BF00117714.
   Web of Science ®Google Scholar
• Sargeant, J., K. Mann, and S. Ferrier. 2005. “Exploring Family Physicians' Reactions to Multisource Feedback: Perceptions of Credibility and Usefulness.” Medical Education 39(5): 497–504. doi:10.1111/j.1365-2929.2005.02124.x.
   PubMed Web of Science ®Google Scholar
• Sargeant, J., K. Mann, D. Sinclair, C. van der Vleuten, and J. Metsemakers. 2007. “Challenges in Multisource Feedback: Intended and Unintended Outcomes.” Medical Education 41(6): 583–591. doi:10.1111/j.1365-2923.2007.02769.x.
   PubMed Web of Science ®Google Scholar
• Shepard, L.A. 2000. “The Role of Assessment in a Learning Culture.” Educational Researcher 29(7): 4–14. doi:10.3102/0013189X029007004.
   Google Scholar
• Shute, V. J. 2008. “Focus on Formative Feedback.” Review of Educational Research 78(1): 153–189. doi:10.3102/0034654307313795.
   Web of Science ®Google Scholar
• Swaffield, S. 2011. “Getting to the Heart of Authentic Assessment for Learning.” Assessment in Education: Principles, Policy & Practice 18(4): 433–449. doi:10.1080/0969594X.2011.582838.
   Google Scholar
• Torrance, H. 2007. “Assessment as Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning.” Assessment in Education 14(3): 281–294. doi:10.1080/09695940701591867.
   Google Scholar
• Viney, R., A. Rich, S. Needleman, A. Griffin, and K. Woolf. 2017. “The Validity of the Annual Review of Competence Progression: A Qualitative Interview Study of the Perceptions of Junior Doctors and Their Trainers.” Journal of the Royal Society of Medicine 110(3): 110–117. doi:10.1177/0141076817690713.
   PubMed Web of Science ®Google Scholar
• Vivekananda-Schmidt, P., L. MacKillop, J. Crossley, and W. Wade. 2013. “Do Assessor Comments on a Multi-Source Feedback Instrument Provide Learner-Centred Feedback?” Medical Education 47(11): 1080–1088. doi:10.1111/medu.12249.
   PubMed Web of Science ®Google Scholar
• Wilkinson, J. R., J. G. Crossley, A. Wragg, P. Mills, G. Cowan, and W. Wade. 2008. “Implementing Workplace-Based Assessment across the Medical Specialties in the United Kingdom.” Medical Education 42(4): 364–373. doi:10.1111/j.1365-2923.2008.03010.x.
   PubMed Web of Science ®Google Scholar