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Assessing professional competence: from methods to programmes.

Cees P M van der Vleuten1, Lambert W T Schuwirth

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Summary

Selecting assessment methods requires balancing context-specific needs, viewing assessment as an instructional design challenge rather than a measurement issue. Effective assessment programs integrate educational, implementation, and resource aspects for optimal learning impact.

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Area of Science:

  • Medical Education
  • Educational Assessment
  • Instructional Design

Background:

  • Assessment method selection involves context-dependent compromises.
  • Assessment is framed as an instructional design problem, not merely a measurement issue.
  • Key assessment characteristics like reliability and validity are context-dependent, influenced by sampling, authenticity, and competency integration.

Purpose of the Study:

  • To illustrate a utility model for assessment method selection.
  • To emphasize assessment as an instructional design problem with educational, implementation, and resource aspects.
  • To argue that reliability and validity are not inherent instrument qualities but depend on context and sampling.

Main Methods:

  • Utilized a utility model to analyze assessment characteristics and their weighting based on purpose and context.
  • Focused on reliability, validity, and educational impact, challenging their perception as inherent qualities.
  • Advocated for programmatic assessment integrating multiple data sources and professional judgment for complex competencies.

Main Results:

  • Assessment characteristics are weighted differently depending on the assessment's purpose and context.
  • Reliability is determined by sampling, and validity hinges on authenticity and integrated competencies.
  • Effective assessment for complex competencies requires a shift towards integral, context-intertwined programs, necessitating an instructional design perspective.

Conclusions:

  • Assessment is fundamentally an instructional design challenge, requiring careful planning of educational, implementation, and resource components.
  • Programmatic assessment, designed holistically and intertwined with education, is crucial for evaluating complex competencies.
  • Future research and development should focus on the utility of the entire assessment program, not just individual methods.