Taking the sting out of assessment: is there a role for progress testing?

Pugh, Debra; Regehr, Glenn

doi:10.1111/medu.12985

Cited by 43 publications

(34 citation statements)

References 50 publications

(92 reference statements)

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“…This fits with the theory of programmatic assessment ) and shows that the PT can be a valuable component of an assessment program designed according to the principles of programmatic assessment. The importance of the overall design of the assessment program and how the PT can be used to advance learning, resonates with other studies (Wade et al 2012;Pugh & Regehr 2016).…”

Section: Discussionmentioning

confidence: 71%

Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment

et al. 2016

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Background: Progress tests (PT) are used to assess students on topics from all medical disciplines. Progress testing is usually one of the assessment methods of the cognitive domain. There is limited knowledge on how positioning of the PT in a program of assessment (PoA) influences students' PT scores, use of PT feedback and perceived learning value. Methods: We compared PT total scores and use of a PT test feedback (ProF) system in two medical courses, where the PT is either used as a summative assessment or embedded in a comprehensive PoA and used formatively. In addition, an interview study was used to explore the students' perception on use of PT feedback and perceived learning value. Results: PT total scores were higher, with considerable effect sizes (ESs) and students made more use of ProF when the PT was embedded in a comprehensive PoA. Analysis of feedback in the portfolio stimulated students to look for patterns in PT results, link the PT to other assessment results, follow-up on learning objectives, and integrate the PT in their learning for the entire PoA. Conclusions: Embedding the PT in an assessment program designed according to the principles of programmatic assessment positively affects PT total scores, use of PT feedback, and perceived learning value.

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Section: Discussionmentioning

confidence: 71%

Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment

et al. 2016

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“…Advocates of progress testing present this deliberate misalignment as an advantage-they claim this is the decoupling between teaching and assessment activities which encourages deep learning. Furthermore, individual progress tests are intended to be assessments for learning rather than assessments of learning-in the sense that it is purported that testing can promote the element of curiosity and motivation for further learning, which will likely extend beyond the taught curriculum [8,20]. However, at least to date, evidence of deep learning engendered by progress testing remains equivocal [18] and almost entirely theoretical.…”

Section: Constructive Alignment and The Practice Of Progress Testingmentioning

confidence: 99%

Does Progress Testing Violate the Principles of Constructive Alignment?

2017

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“…As further indication of its importance, AFL has become a section title in the health-professions education journal Medical Education. 16 At this time, discussion of an AFL approach has proven pertinent and should be helpful within pharmacy education.…”

Section: What Is Assessment For Learning?mentioning

confidence: 99%

“…As a notable example, traditional medical education programs have used a portfolio-based approach as one assessment method within their competency-based education. 37 While AFL is not quick or easy to accomplish, other formative AFL strategies have recently been reviewed in medical education using traditionally categorized summative assessments (eg, progress testing 16 ). While developmental portfolios and entrustable professional activities are notable methods for AFL, they are not the only choices; in fact, any summative method for AOL, paired with feedback for individual students' formative growth, can be leveraged for AFL.…”

Section: Multiple Assessment Sources: Can Summative and Formative Assmentioning

confidence: 99%

“…That is, using assessments formatively and AFL are not entirely synonymous; not all formative assessment uses are AFL. 16 For example with the Pharmacy Curriculum Outcomes Assessment (PCOA), a formative assessment use could be to evaluate an institution's PharmD curriculum from their students' scores; this is not AFL. However, AFL is providing each student with feedback from their individual results, as well as suggestions for each student's improvement.…”

Section: What Is Assessment For Learning?mentioning

confidence: 99%

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Targeting Assessment for Learning within Pharmacy Education

Peeters

2017

American Journal of Pharmaceutical Education

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Formative assessment is critical for deliberate improvement, development and growth. While not entirely synonymous, assessment for learning (AFL) is an approach using formative assessment to specifically improve students' learning. While using formative assessments, AFL can also have summative programmatic-assessment implications. For each learning assessment, summative and formative uses can be leveraged; it can scaffold (formative), foster students' growth (formative), and document students' development in a competency/standard (summative). For example, using a developmental portfolio with iterative reflective-writings (formative), PharmD students showed qualitative development in the "professionalism" competency (summative; ACPE Standard 4.4). (In parallel, this development in professionalism was confirmed quantitatively.) An AFL approach can complement other assessments; it can be integrated with other summative assessments into a multi-method assessment program, wherein developmental portfolio sections could be used for a few specific competencies. While AFL is not a one-size-fits-all silver bullet approach for programmatic assessment, it is one notable robust tool to employ.

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Taking the sting out of assessment: is there a role for progress testing?

Cited by 43 publications

References 50 publications

Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment

Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment

Does Progress Testing Violate the Principles of Constructive Alignment?

Targeting Assessment for Learning within Pharmacy Education

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