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Validity in work-based assessment: expanding our horizons.

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Summary
This summary is machine-generated.

Work-based assessments (WBA) face validity challenges due to traditional psychometric frameworks. Alternative interpretivist approaches are proposed for more meaningful evaluation of professional competence in dynamic work settings.

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Area of Science:

  • Medical Education
  • Professional Assessment
  • Workplace Learning

Background:

  • Work-based assessments (WBA) are crucial for evaluating habitual performance but face challenges regarding validity for summative purposes.
  • Criticism of WBA often stems from quantitative psychometric frameworks, which may not align with current understanding of learning in complex environments.
  • There is a need to question the appropriateness of current validity evidence and explore alternative assessment strategies.

Purpose of the Study:

  • To challenge the traditional psychometric approaches to validity in work-based assessments.
  • To propose alternative assessment and validity inquiry strategies grounded in current theories of learning and performance.
  • To advocate for a shift towards understanding assessment in complex, dynamic workplace settings.

Main Methods:

  • Drawing on research from various professional fields to examine learning, competence, and performance in social contexts.
  • Reviewing socio-cultural learning theory and research on performance interpretations in work settings.
  • Highlighting the contextual nature of learning, competence, and performance, emphasizing 'in situ' understanding.

Main Results:

  • Learning, competence, and performance are inherently contextualized and best understood within their specific work settings.
  • Assessment in work settings is more effectively viewed as a socially situated interpretive act.
  • Socio-cultural learning theories provide a framework for understanding performance in complex environments.

Conclusions:

  • Proposing constructivist-interpretivist approaches for WBA to effectively capture contextualized learning and performance.
  • Advocating for a validity theory aligned with interpretivist assessment, providing tools for qualitative assessment inquiry.
  • Emphasizing the use of qualitative research rigor to generate trustworthy evidence for validity arguments in WBA, leading to meaningful insights into professional competence.