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      Progress test utopia

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          Abstract

          This paper discusses the advantages of progress testing. A utopia is described where medical schools would work together to develop and administer progress testing. This would lead to a significant reduction of cost, an increase in the quality of measurement and phenomenal feedback to learner and school. Progress testing would also provide more freedom and resources for more creative in-school assessment. It would be an educationally attractive alternative for the creation of cognitive licensing exams. A utopia is always far away in the future, but by formulating a vision for that future we may engage in discussions on how to get there.

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          A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71.

          William Wrigley, Cees van der Vleuten, Adrian Freeman … (2012)
          There has been increasing use and significance of progress testing in medical education. It is used in many ways and with several formats to reflect the variety of curricula and assessment purposes. These developments have occurred alongside a recognised sensitivity for error variance inherent in multiple choice tests from which challenges to its validity and reliability have arisen. This Guide presents a generic, systemic framework to help identify and explore improvements in the quality and defensibility of progress test data. The framework draws on the combined experience of the Dutch consortium, an individual medical school in the United Kingdom, and the bulk of the progress test literature to date. It embeds progress testing as a quality-controlled assessment tool for improving learning, teaching and the demonstration of educational standards. The paper describes strengths, highlights constraints and explores issues for improvement. These may assist in the establishment of potential or new progress testing in medical education programmes. They can also guide the evaluation and improvement of existing programmes.
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            Fifteen years of experience with progress testing in a problem-based learning curriculum

            C. van der Vleuten, Maarten Verwijnen, W. Wijnen (2009)
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              The use of progress testing

              Lambert Schuwirth, Cees van der Vleuten (2012)
              Progress testing is gaining ground rapidly after having been used almost exclusively in Maastricht and Kansas City. This increased popularity is understandable considering the intuitive appeal longitudinal testing has as a way to predict future competence and performance. Yet there are also important practicalities. Progress testing is longitudinal assessment in that it is based on subsequent equivalent, yet different, tests. The results of these are combined to determine the growth of functional medical knowledge for each student, enabling more reliable and valid decision making about promotion to a next study phase. The longitudinal integrated assessment approach has a demonstrable positive effect on student learning behaviour by discouraging binge learning. Furthermore, it leads to more reliable decisions as well as good predictive validity for future competence or retention of knowledge. Also, because of its integration and independence of local curricula, it can be used in a multi-centre collaborative production and administration framework, reducing costs, increasing efficiency and allowing for constant benchmarking. Practicalities include the relative unfamiliarity of faculty with the concept, the fact that remediation for students with a series of poor results is time consuming, the need to embed the instrument carefully into the existing assessment programme and the importance of equating subsequent tests to minimize test-to-test variability in difficulty. Where it has been implemented—collaboratively—progress testing has led to satisfaction, provided the practicalities are heeded well.
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                Author and article information

                Contributors
                Cees van der Vleuten: c.vandervleuten@maastrichtuniversity.nl
                Bio :
                Cees van der Vleuten

                is professor of Education and director of the School of Health Professions Education in Maastricht University, the Netherlands.

                Adrian Freeman:
                Bio :
                Adrian Freeman

                is professor of Medical Education at University of Exeter, United Kingdom.

                Carlos Fernando Collares:
                Bio :
                Carlos Fernando Collares

                is assistant professor in the Department of Educational Development and Research in Maastricht University, the Netherlands.

                Journal
                Journal ID (nlm-ta): Perspect Med Educ
                Journal ID (iso-abbrev): Perspect Med Educ
                Title: Perspectives on Medical Education
                Publisher: Bohn Stafleu van Loghum (Houten )
                ISSN (Print): 2212-2761
                ISSN (Electronic): 2212-277X
                Publication date (Electronic): 9 March 2018
                Publication date PMC-release: 9 March 2018
                Publication date (Print): April 2018
                Volume: 7
                Issue: 2
                Pages: 136-138
                Affiliations
                [1 ]ISNI 0000 0001 0481 6099, GRID grid.5012.6, Maastricht University, ; Maastrich, The Netherlands
                [2 ]ISNI 0000 0004 1936 8024, GRID grid.8391.3, University of Exeter, ; Exeter, UK
                Article
                Publisher ID: 413
                DOI: 10.1007/s40037-018-0413-1
                PMC ID: 5889384
                PubMed ID: 29524038
                SO-VID: e185a523-0c00-4c0e-930d-caeaa037a98e
                Copyright © © The Author(s) 2018
                License:

                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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                Subject: Eye-Opener
                Custom metadata
                issue-copyright-statement © The Author(s) 2018

                ScienceOpen disciplines: Education
                Keywords: progress testing,assessment feedback,school collaboration
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: progress testing, assessment feedback, school collaboration

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