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Area of Science:

  • Medical Education
  • Assessment Philosophy
  • Health Professions Education

Background:

  • Assessment in health professions is increasingly influenced by diverse interpretive processes.
  • Varying philosophical positions lead to different interpretations of assessment concepts and quality standards.
  • This diversity creates uncertainty and challenges the legitimacy of assessment activities and outcomes.

Purpose of the Study:

  • To illustrate the interpretive processes of assessment in health professions education.
  • To examine the evolution of assessment context through a philosophical lens.
  • To demonstrate how variable interpretations arise even within specific philosophical positions like pragmatism.

Main Methods:

  • Summarizing the health professions assessment context from a philosophical perspective.
  • Analyzing assessment work and validity claims through practical examples.
  • Examining pragmatism to highlight interpretive variability.

Main Results:

  • Educators may unknowingly apply different assumptions and interpretive norms in assessment.
  • This can lead to divergent views on assessment quality, even for the same program.
  • Debates are shifting from within philosophical positions to across them.

Conclusions:

  • Assessment is fundamentally an interpretive process.
  • A philosophically explicit approach is needed in health professions assessment.
  • Elucidating philosophical assumptions is key to defensible assessment processes and outcomes.