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Beyond assessment: feedback for individuals and institutions based on the progress test.
Lee Coombes1, Chris Ricketts, Adrian Freeman
1Institute of Clinical Education, Peninsula College of Medicine and Dentistry, University of Plymouth, UK. lee.coombes@pcmd.ac.uk
Medical Teacher
|June 3, 2010
Summary
Progress testing provides valuable feedback for medical students and curriculum development. This assessment method offers insights into learning patterns and curriculum effectiveness over time.
Area of Science:
- Medical Education
- Assessment and Evaluation
Background:
- Peninsula Medical School utilizes progress testing with 125 multiple-choice questions administered quarterly.
- Test items are classified and mapped to the curriculum blueprint for analysis.
Purpose of the Study:
- To evaluate the utility of item classifications in quality assurance for progress testing.
- To assess the breadth of feedback generated from progress tests.
Main Methods:
- A single best classification method was employed for test items.
- Item facilities were analyzed for individuals and cohorts to inform feedback.
- A simplified progress test assessment blueprint was used.
Main Results:
- Feedback can be generated at multiple levels, enabling group-specific inferences.
- Longitudinal analysis reveals distinct learning patterns across curriculum areas and course years.
- The data allows for monitoring the impact of curriculum changes.
Conclusions:
- Progress testing, when implemented effectively, offers comprehensive feedback for all medical school stakeholders.
- This assessment approach supports continuous improvement in medical education.
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