How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’

Authors

Lambert W.T. Schuwirth, Department of Education Development and Research, Maastricht University, Maastricht, Netherlands, Prideaux Centre for Research in Health Professions Education, Flinders University, Adelaide, Australia
Cees P.M. van der Vleuten, Department of Education Development and Research, Maastricht University, Maastricht, Netherlands, Prideaux Centre for Research in Health Professions Education, Flinders University, Adelaide, Australia

Abstract

Programmatic assessment for learning is a fundamentally different approach to assessment than the more traditional methods. Yet, it is a logical next step given the history of assessment. In this narrative and subjective review we describe our view on the historical developments in assessment and how they have logically led to the development of programmatic assessment for learning. The early stages of assessment focussed on measurement of competence with an aim to develop the single best method for each aspect of competence. With the development of competencies the notion of integration and more meaningful assessment emerged but still reductionist issues remained. Programmatic assessment for learning currently seeks to assess students more holistically and meaningfully with rigorous attention to trustworthiness and credibility of the whole assessment process. As such, it may be a revolutionary development but it strongly builds on previous research and insights in the field. © 2018

Recommended Citation

Schuwirth, Lambert W.T. and van der Vleuten, Cees P.M. (2019) "How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’," Health Professions Education: Vol. 5: Iss. 3, Article 1.
DOI: 10.1016/j.hpe.2018.06.005
Available at: https://hpe.researchcommons.org/journal/vol5/iss3/1