Assuring the quality of programmatic assessment: Moving beyond psychometrics

Sebastian  Uijtdehaage; Lambert Schuwirth

doi:10.1007/s40037-018-0485-y

Assuring the quality of programmatic assessment: Moving beyond psychometrics

Sebastian Uijtdehaage, Lambert Schuwirth

College of Medicine and Public Health

Research output: Contribution to journal › Comment/debate

19 Citations (Scopus)

25 Downloads (Pure)

Abstract

COMMENTARY
The concept of programmatic assessment in health professions education was introduced in 2005 and is rapidly gaining traction. Its central tenet is appealing: assessing learners longitudinally with a variety of methods that are embedded in the educational process, and that afford both assessment of learning and assessment for learning

Original language	English
Pages (from-to)	350-351
Number of pages	2
Journal	Perspectives on Medical Education
Volume	7
Issue number	6
Early online date	8 Nov 2018
DOIs	https://doi.org/10.1007/s40037-018-0485-y
Publication status	Published - Dec 2018

Bibliographical note

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.

Keywords

validity framework
Validity evidence
programmatic assessment

Access to Document

10.1007/s40037-018-0485-yLicence: CC BY

Published versionFinal published version, 143 KBLicence: CC BY

Cite this

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KW - validity framework

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Assuring the quality of programmatic assessment: Moving beyond psychometrics

Abstract

Bibliographical note

Keywords

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