On the issue of costs in programmatic assessment

Informatie
Auteurs
Cees P. M. van der Vleuten
Sylvia Heeneman
Soort article
Eye Opener
Categorie
Cost,
Programmatic assessment,
Resources,
Verscheen in

Programmatic assessment requires labour and cost intensive activities such as feedback in a quantitative and qualitative form, a system of learner support in guiding feedback uptake and self-directed learning, and a decision-making arrangement that includes committees of experts making a holistic professional judgment while using due process measures to achieve trustworthy decisions. This can only be afforded if we redistribute the resources of assessment in a curriculum. Several strategies are suggested. One is to introduce progress testing as a replacement for costly cognitive assessment formats in modules. In addition, all assessments should be replaced by assessment formats that are maximally aligned with the learning tasks. For performance-based assessment, OSCEs should be sparsely used, while education and work-embedded assessment should be maximized as part of the routine of ongoing instruction and assessment. Information technology may support affordable feedback strategies, as well as the creation of a paper trail on performance. By making more dramatic choices in the way we allocate resources to assessment, the cost-intensive activities of programmatic assessment may be realized.

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