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FEM: Revista de la Fundación Educación Médica

versión On-line ISSN 2014-9840versión impresa ISSN 2014-9832


VAN DER VLEUTEN, Cees P.M.  y  HEENEMAN, Sylvia. A new holistic way of assessment: programmatic assessment. FEM (Ed. impresa) [online]. 2016, vol.19, n.6, pp.275-279. ISSN 2014-9840.

Programmatic assessment is a holistic view on assessment since it considers the full assessment program as a focus. Deliberate choices are being made on methods of assessment, their arrangement in time and purpose. Each moment of assessment is considered to be one single data point. Any decision on a single data point is flawed and therefore pass/fail decisions are not being made. A single data point will only give quantitative or qualitative feedback relevant for learning. The follow-up of feedback, e.g. in learning objectives and reflective activities, learners are mentored by staff members. Decisions on learner progress are made when sufficient data points are being gathered and when the information is clear. Decision-making is done by committees and due process measures are taken to make these decisions robust. Programmatic assessment fits to a modern constructivist view on learning.

Palabras clave : Assessment; Feedback; Learning; Programmatic assessment.

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