“Prevention Is Better Than Cure”: A Plea to Emphasize the Learning Function of Competence Committees in Programmatic Assessment

Bok, Harold G. J.; Vleuten, Cees van der; Jong, Lubberta H. de

doi:10.3389/fvets.2021.638455

Cited by 7 publications

(7 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although resolving these issues is no mean feat, it is not impossible. Indeed, many studies have shown that training can have a significant impact towards attitudes and practices about assessment (Biwer et al, 2020b;Hui & Hui, 2021;Russell et al, 2022;Schelling & Rubenstein, 2023;Van Loon, 2014), and that there are assessment systems which focus on the continuous development of students (Baartman et al, 2022;Bok et al, 2021;Heeneman et al, 2015;Jamieson et al, 2021;Schut et al, 2020;Van der Vleuten et al, 2014). However, the question may arise as to why these solutions are not commonly implemented.…”

Section: Discussionmentioning

confidence: 99%

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

van der Linden,

van der Vleuten,

Nieuwenhuis

et al. 2023

J Form Des Learn

View full text Add to dashboard Cite

This study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

van der Linden,

van der Vleuten,

Nieuwenhuis

et al. 2023

J Form Des Learn

View full text Add to dashboard Cite

show abstract

“…Veterinary medicine recently began adoption of competency-based education (CBE) and this has been formalized by introduction of three components of the competency-based veterinary education (CBVE) model: CBVE Competency Framework, Entrustable Professional Activities and Milestones ( 1 – 4 ). CBE is widely employed across health sciences education with emphasis on a learner-centered approach and recurring assessments ( 5 ). CBE has moved beyond evaluation of learning for the knowledge domain and is inclusive of psychomotor skills, attitudes and values ( 5 ).…”

Section: Introductionmentioning

confidence: 99%

“…CBE is widely employed across health sciences education with emphasis on a learner-centered approach and recurring assessments ( 5 ). CBE has moved beyond evaluation of learning for the knowledge domain and is inclusive of psychomotor skills, attitudes and values ( 5 ). Since single assessments do not adequately capture all these dimensions at once, longitudinal assessment using multiple assessment methods has become a necessity to gather the complete picture of learning or competency across the domains ( 6 ).…”

Section: Introductionmentioning

confidence: 99%

“…Longitudinal assessment utilizes a data continuum to provide information about an individual's learning and includes a mixture of low-stakes opportunities and high-stakes decisions ( 7 ). What is presented in this study are the preliminary building blocks for a programmatic approach ( 8 ) where assessment data are collected longitudinally and periodically reviewed by an oversight clinical educators' committee that renders high-stakes progress decisions regarding learners ( 5 ). Here, we report on the use of two assessment methods that incorporate scales which have been reported to result in more reliable and valid scores over time ( 9 ).…”

Section: Introductionmentioning

confidence: 99%

“…The intent of using these data are to provide students and stakeholders with feedback regarding competency progression through clinical rotations. Before fully committing to an oversight committee, sometimes referred to as a competence committee ( 5 ) and a more detailed programmatic assessment approach, here we first wanted to ensure that data can be collected according to a competency profile and entrustable activities, where data regarding milestones and entrustment scales result in reliable scores to assist with identifying students earlier for remediation and demonstrate clear evidence of learner growth over time.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model

Read

Maxey²,

Hecker³

2022

Front. Vet. Sci.

View full text Add to dashboard Cite

With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed.

show abstract

Enabling Factors for the Implementation of Competency-Based Curricula in Colleges and Schools of Pharmacy

Sibicky,

Daugherty,

Chen

et al. 2024

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

“Prevention Is Better Than Cure”: A Plea to Emphasize the Learning Function of Competence Committees in Programmatic Assessment

Cited by 7 publications

References 28 publications

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model

Enabling Factors for the Implementation of Competency-Based Curricula in Colleges and Schools of Pharmacy

Contact Info

Product

Resources

About