The COVID-19 pandemic constituted a stress test for medical education, especially for assessment. Exams needed to be postponed or even cancelled. This was a problem because many schools rely on decision making with regard to student performance and their progress through the curriculum using only a few high-stake examinations. In this report we present how a medical school can make a relatively easy transition to multisource progress assessment, based on results on a large number of low-stake tests. Such tests are often integral parts of the curriculum, but hidden because they are not used for decision making. We will present how results of such low-stake tests can be combined and visualized to allow for more comprehensive (and potentially more reliable and valid) assessment decisions.
Rotgans, Jerome I.; Jumat, Muhammad Raihan; and Schmidt, Henk G.
"The Hidden Value of Multisource Progress Assessment in Medical Education,"
Health Professions Education: Vol. 8:
2, Article 1.
Available at: https://hpe.researchcommons.org/journal/vol8/iss2/1