A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

Associations between assessment and learning are widely studied and often organized around the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Although these notions are appealing in theory, the notions are unclear constructs to comprehend, as both their definitions and their practice are used inconsistently in educational research. We present a synthesis of common characteristics among these notions, based on a scoping review on definitions and descriptions of AaL, AfL, and AoL (131 studies). The synthesis of common characteristics consists of nine themes that refer to how educational assessment relates to learning. The themes are grouped into: 1) Student-teacher roles and relationships within assessment; 2) Assessment learning environment; and 3) Educational outcomes of assessment. Then, we used the themes within the synthesis to analyze the results of the included empirical studies on their contributions to practice (84 studies). The synthesis provides stakeholders with a clear and integrative view of how educational assessment relates to learning and may be beneficial to educators to support and design their assessment practices. We argue that the notions of AaL, AfL, and AoL should be seen in coherence with one another in order to establish an assessment culture that facilitates students’ learning maximally

How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’

Programmatic assessment for learning is a fundamentally different approach to assessment than the more traditional methods. Yet, it is a logical next step given the history of assessment. In this narrative and subjective review we describe our view on the historical developments in assessment and how they have logically led to the development of programmatic assessment for learning.The early stages of assessment focussed on measurement of competence with an aim to develop the single best method for each aspect of competence. With the development of competencies the notion of integration and more meaningful assessment emerged but still reductionist issues remained. Programmatic assessment for learning currently seeks to assess students more holistically and meaningfully with rigorous attention to trustworthiness and credibility of the whole assessment process. As such, it may be a revolutionary development but it strongly builds on previous research and insights in the field. Keywords: Programmatic assessment, Assessment for learning, History of assessmen

9. Evaluación escrita

Copyright detentado por las correspondientes asociaciones o editoriales. Reproducción electrónica no autorizada. Si desean una copia en papel, pueden solicitarla gratuitamente a través de www.esteve.org

Understanding Assessment in Medical Education through Quality Assurance

Optimize your assessment processes through Quality Assurance. This is a ground-breaking guide to ensuring quality assurance in the movement toward competency-based medical education With the increasing globalization of medical education comes the need for mutual recognition of quality and standards. Understanding Assessment in Medical Education through Quality Assurance compiles and shares best practices from leading programs from around the globe. Authoritative approaches and processes that have been tested and refined show how to implement quality assurance of written, performance-and workplace-based assessments in medical education while maintaining regulatory standards. As leading experts in the medical education world on this issue, the authors provide specific suggestions and showcase how their methods can be implemented with representative case studies. Medical educators and their students will benefit from this suite of evidence-based QA processes that they can immediately put into action for monitoring and ensuring continuous quality improvement

Understanding Assessment in Medical Education through Quality Assurance

Optimize your assessment processes through Quality Assurance. This is a ground-breaking guide to ensuring quality assurance in the movement toward competency-based medical education With the increasing globalization of medical education comes the need for mutual recognition of quality and standards. Understanding Assessment in Medical Education through Quality Assurance compiles and shares best practices from leading programs from around the globe. Authoritative approaches and processes that have been tested and refined show how to implement quality assurance of written, performance-and workplace-based assessments in medical education while maintaining regulatory standards. As leading experts in the medical education world on this issue, the authors provide specific suggestions and showcase how their methods can be implemented with representative case studies. Medical educators and their students will benefit from this suite of evidence-based QA processes that they can immediately put into action for monitoring and ensuring continuous quality improvement

Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment

Although there is consensus in the medical education world that feedback is an important and effective tool to support experiential workplace-based learning, learners tend to avoid the feedback associated with direct observation because they perceive it as a high-stakes evaluation with significant consequences for their future. The perceived dominance of the summative assessment paradigm throughout medical education reduces learners’ willingness to seek feedback, and encourages supervisors to mix up feedback with provision of ‘objective’ grades or pass/fail marks. This eye-opener article argues that the provision and reception of effective feedback by clinical supervisors and their learners is dependent on both parties’ awareness of the important distinction between feedback used in coaching towards growth and development (assessment for learning) and reaching a high-stakes judgement on the learner’s competence and fitness for practice (assessment of learning). Using driving lessons and the driving test as a metaphor for feedback and assessment helps supervisors and learners to understand this crucial difference and to act upon it. It is the supervisor’s responsibility to ensure that supervisor and learner achieve a clear mutual understanding of the purpose of each interaction (i.e. feedback or assessment). To allow supervisors to use the driving lesson—driving test metaphor for this purpose in their interactions with learners, it should be included in faculty development initiatives, along with a discussion of the key importance of separating feedback from assessment, to promote a feedback culture of growth and support programmatic assessment of competence