Access the full text.
Sign up today, get DeepDyve free for 14 days.
C. Vleuten (2004)
Different written assessment methods: what can be said about their strengths and weaknesses?Medical Education, 38
C. Vleuten, D. Swanson (1990)
Assessment of clinical skills with standardized patients: State of the artTeaching and Learning in Medicine, 2
D. Newble, B. Dawson, D. Dauphinée, G. Page, M. Macdonald, D. Swanson, H. Mulholland, A. Thomson, C. Vleuten (1994)
Guidelines for assessing clinical competenceTeaching and Learning in Medicine, 6
W. Harlen (2007)
CRITERIA FOR EVALUATING SYSTEMS FOR STUDENT ASSESSMENTStudies in Educational Evaluation, 33
(Schuwirth, L. W. T. (1998). An approach to the assessment of medical problem solving: computerised case-based testing. Dissertation, Maastricht University.)
Schuwirth, L. W. T. (1998). An approach to the assessment of medical problem solving: computerised case-based testing. Dissertation, Maastricht University.Schuwirth, L. W. T. (1998). An approach to the assessment of medical problem solving: computerised case-based testing. Dissertation, Maastricht University., Schuwirth, L. W. T. (1998). An approach to the assessment of medical problem solving: computerised case-based testing. Dissertation, Maastricht University.
L. Schuwirth, L. Southgate, G. Page, N. Paget, J. Lescop, S. Lew, W Wade, M. Barón-Maldonado (2002)
When enough is enough: a conceptual basis for fair and defensible practice performance assessmentMedical Education, 36
L. Schuwirth, C. Vleuten (2006)
A plea for new psychometric models in educational assessmentMedical Education, 40
G. Miller (1990)
The assessment of clinical skills/competence/performanceAcademic Medicine, 65
C. Vleuten (1996)
The assessment of professional competence: Developments, research and practical implications.Advances in health sciences education : theory and practice, 1 1
V. Burch, G. Norman, H. Schmidt, C. Vleuten (2008)
Are specialist certification examinations a reliable measure of physician competence?Advances in Health Sciences Education, 13
S. Lew, G. Page, L. Schuwirth, M. Barón-Maldonado, J. Lescop, N. Paget, Lesley Southgate, W Wade (2002)
Procedures for establishing defensible programmes for assessing practice performanceMedical Education, 36
L. Baartman (2008)
‘Assessing the assessment’ : Development and use of quality criteria for Competence Assessment Programmes
C. Vleuten, S. Luyk, H. Beckers (1989)
A written test as an alternative to performance testingMedical Education, 23
E. Dannefer, L. Henson (2007)
The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.Academic medicine : journal of the Association of American Medical Colleges, 82 5
M. Birenbaum (2007)
EVALUATING THE ASSESSMENT: SOURCES OF EVIDENCE FOR QUALITY ASSURANCEStudies in Educational Evaluation, 33
V. Wass, D. McGibbon, C. Vleuten (2001)
Composite undergraduate clinical examinations: how should the components be combined to maximize reliability?Medical Education, 35
(Baartman, L. K. (2008). Assessing the assessment: Development and use of quality criteria for competence assessment programmes. Dissertation, Universiteit Utrecht.)
Baartman, L. K. (2008). Assessing the assessment: Development and use of quality criteria for competence assessment programmes. Dissertation, Universiteit Utrecht.Baartman, L. K. (2008). Assessing the assessment: Development and use of quality criteria for competence assessment programmes. Dissertation, Universiteit Utrecht., Baartman, L. K. (2008). Assessing the assessment: Development and use of quality criteria for competence assessment programmes. Dissertation, Universiteit Utrecht.
P. Knight (2000)
The Value of a Programme-wide Approach to AssessmentAssessment & Evaluation in Higher Education, 25
V. Hollis, S. Openshaw, R. Goble (2002)
Conducting Focus Groups: Purpose and PracticalitiesThe British Journal of Occupational Therapy, 65
G. Page, G. Bordage, T. Allen (1995)
Developing key‐feature problems and examinations to assess clinical decision‐making skillsAcademic Medicine, 70
(2005)
Assessing professional competence : from methods to programmes
N. Webb (2007)
Issues Related to Judging the Alignment of Curriculum Standards and AssessmentsApplied Measurement in Education, 20
J. Biggs (1996)
Enhancing teaching through constructive alignmentHigher Education, 32
L. Schuwirth (1998)
An approach to the assessment of medical problem solving : Computerised Case-based Testing
Research on assessment in medical education has strongly focused on individual measurement instruments and their psychometric quality. Without detracting from the value of this research, such an approach is not sufficient to high quality assessment of competence as a whole. A programmatic approach is advocated which presupposes criteria for designing comprehensive assessment programmes and for assuring their quality. The paucity of research with relevance to programmatic assessment, and especially its development, prompted us to embark on a research project to develop design principles for programmes of assessment. We conducted focus group interviews to explore the experiences and views of nine assessment experts concerning good practices and new ideas about theoretical and practical issues in programmes of assessment. The discussion was analysed, mapping all aspects relevant for design onto a framework, which was iteratively adjusted to fit the data until saturation was reached. The overarching framework for designing programmes of assessment consists of six assessment programme dimensions: Goals, Programme in Action, Support, Documenting, Improving and Accounting. The model described in this paper can help to frame programmes of assessment; it not only provides a common language, but also a comprehensive picture of the dimensions to be covered when formulating design principles. It helps identifying areas concerning assessment in which ample research and development has been done. But, more importantly, it also helps to detect underserved areas. A guiding principle in design of assessment programmes is fitness for purpose. High quality assessment can only be defined in terms of its goals.
Advances in Health Sciences Education – Springer Journals
Published: Oct 10, 2009
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.