A New Framework for Designing Programmes of Assessment

Autor/inn/en	Dijkstra, J.; Van der Vleuten, C. P. M.; Schuwirth, L. W. T.
Titel	A New Framework for Designing Programmes of Assessment
Quelle	In: Advances in Health Sciences Education, 15 (2010) 3, S.379-393 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-009-9205-z
Schlagwörter	Medical Education; Research and Development; Focus Groups; Interviews; Measurement; Psychometrics; Models; Evaluation; Theory Practice Relationship; Comprehensive Programs; Competence; Research Projects + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Forschung und Entwicklung; Interviewing; Interviewtechnik; Messverfahren; Psychometry; Psychometrie; Analogiemodell; Evaluierung; Theorie-Praxis-Beziehung; Gesamtunterricht; Kompetenz; Forschungsvorhaben
Abstract	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 identify 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. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10