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Validity evidence for programmatic assessment in competency-based education.

Harold G J Bok1, Lubberta H de Jong2, Thomas O'Neill3

  • 1Centre for Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands. G.J.Bok@uu.nl.

Perspectives on Medical Education
|November 16, 2018
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Summary
This summary is machine-generated.

Programmatic assessment effectively tracks student learning progression in competency-based education (CBE). This system demonstrates reliable psychometric properties for formative and summative evaluations in health professions education.

Keywords:
Competency developmentLearning curvesOutcome-based educationPerformance-relevant informationProgrammatic assessment

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Area of Science:

  • Health Professions Education
  • Educational Assessment
  • Competency-Based Education

Background:

  • Competency-based education (CBE) is widely adopted in health professions education.
  • Assessing student competency progression over time is a core principle of CBE.
  • Programmatic assessment is proposed to enhance student learning within CBE frameworks.

Purpose of the Study:

  • To investigate the utility of programmatic assessment within a CBE framework.
  • To determine if programmatic assessment can track student learning progression within and across competencies over time.

Main Methods:

  • Utilized three workplace-based assessment methods to evaluate seven competency domains.
  • Conducted a retrospective quantitative analysis of 327,974 assessment data points from 962 students over 124 weeks.
  • Employed descriptive (visualization) and inferential (multilevel random coefficient modeling, generalizability theory) analyses.

Main Results:

  • Multilevel random coefficient modeling showed that 40% of score variance was attributable to inter-student differences.
  • Reliability coefficients for assessment methods ranged from 0.86 to 0.90.
  • Variance components for method and competency were small-to-moderate.

Conclusions:

  • Validation evidence supports the development and implementation of programmatic assessment in CBE.
  • The majority of score variance is student-related and reliable, indicating sound psychometric properties.
  • Programmatic assessment supports both formative and summative score applications in health professions education.