Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment

Abstract

Background: Progress tests (PT) are used to assess students on topics from all medical disciplines. Progress testing is usually one of the assessment methods of the cognitive domain. There is limited knowledge on how positioning of the PT in a program of assessment (PoA) influences students' PT scores, use of PT feedback and perceived learning value. Methods: We compared PT total scores and use of a PT test feedback (ProF) system in two medical courses, where the PT is either used as a summative assessment or embedded in a comprehensive PoA and used formatively. In addition, an interview study was used to explore the students' perception on use of PT feedback and perceived learning value. Results: PT total scores were higher, with considerable effect sizes (ESs) and students made more use of ProF when the PT was embedded in a comprehensive PoA. Analysis of feedback in the portfolio stimulated students to look for patterns in PT results, link the PT to other assessment results, follow-up on learning objectives, and integrate the PT in their learning for the entire PoA. Conclusions: Embedding the PT in an assessment program designed according to the principles of programmatic assessment positively affects PT total scores, use of PT feedback, and perceived learning value.

A new holistic way of assessment: programmatic assessment

“…Th e fi rst research fi ndings show positive results [19,21]. When progress tests results are compared between our graduate entry students and our regular undergraduate 6-year programme students, large performance diff erences are found in favour of the graduate entry students [22]. Learners become much more active feedback seekers and they really self-direct their learning.…”

Institutional strategies related to test-taking behavior in low stakes assessment

“…Baumert and Demmrich 2001) or indirect measure of performance, with its limitation of correlation with ability (e.g. Heeneman et al 2017).…”

Progress test utopia

“…Progress testing has many advantages [ 2 , 3 ], but we restrict ourselves to two. First, progress testing fits with modern constructivist education because it does not reinforce test-directed learning [ 4 ] and promotes long-term knowledge and learning methods [ 5 ]. Gone are the days when you could train doctors using a finite syllabus.…”