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On the issue of costs in programmatic assessment

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      Abstract

      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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      The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.

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        The critical importance of retrieval for learning.

        Learning is often considered complete when a student can produce the correct answer to a question. In our research, students in one condition learned foreign language vocabulary words in the standard paradigm of repeated study-test trials. In three other conditions, once a student had correctly produced the vocabulary item, it was repeatedly studied but dropped from further testing, repeatedly tested but dropped from further study, or dropped from both study and test. Repeated studying after learning had no effect on delayed recall, but repeated testing produced a large positive effect. In addition, students' predictions of their performance were uncorrelated with actual performance. The results demonstrate the critical role of retrieval practice in consolidating learning and show that even university students seem unaware of this fact.
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          The assessment of professional competence: Developments, research and practical implications.

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            Author and article information

            Affiliations
            [1 ]Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
            [2 ]Department of Pathology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
            Contributors
            c.vandervleuten@maastrichtuniversity.nl
            Journal
            Perspect Med Educ
            Perspect Med Educ
            Perspectives on Medical Education
            Bohn Stafleu van Loghum (Houten )
            2212-2761
            2212-277X
            15 September 2016
            15 September 2016
            October 2016
            : 5
            : 5
            : 303-307
            27638392
            5035281
            295
            10.1007/s40037-016-0295-z
            © The Author(s) 2016

            Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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            Eye-Opener
            Custom metadata
            © The Author(s) 2016

            Education

            programmatic assessment, resources, cost

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