Eerlijk beoordelen van aiossen in de klinische praktijk

Forming judgements about registrars in a workplace-based assessment context is not easy. Of course, the workplace is an important environment for learning, but it's also often very busy and sometimes complex. Assessment judgements can, therefore, not always be standardised and structured. Nevertheless, judgements have to be defensible and fair. In this paper we will discuss the main guidelines to ensure that assessment judgements are defensible and fair. We will approach these from a perspective of assessment for learning - with the intent to use feedback in order to guide learning - and from the perspective of assessment of learning, using judgements to determine whether a registrar is ready to progress to a next phase. Core elements of good judgement are transparency in the form of constructive and actionable feedback in dialogue with the registrar, and procedural fairness in the form of multiple judgements, over time and with clear documentation. This all needs to be supported by a training quality assurance system.