Assuring the quality of programmatic assessment: Moving beyond psychometrics

Sebastian Uijtdehaage, Lambert Schuwirth

Research output: Contribution to journalComment/debate

4 Citations (Scopus)
1 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 languageEnglish
Pages (from-to)350-351
Number of pages2
JournalPerspectives on Medical Education
Volume7
Issue number6
Early online date8 Nov 2018
DOIs
Publication statusPublished - 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

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