An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecology
References
- Bleker O Hoorntje J Schelfhout V Beter en leuker (‘Better and more fun’) Med Contact. 2004 59 43 1692 1695
- Arnold L Willoughby TL The quarterly profile examination Acad Med. 1990 65 8 515 516 2383332 10.1097/00001888-199008000-00005 1:STN:280:DyaK3czktl2gsw%3D%3D
- Van der Vleuten CPM Verwijnen GM Wijnen WHFW Fifteen years of experience with progress testing in a problem-based learning curriculum Med Teach. 1996 18 2 103 111 10.3109/01421599609034142
- Dijksterhuis MG Scheele F Schuwirth LW Essed GG Nijhuis JG Braat DD Progress testing in postgraduate medical education Med Teach. 2009 31 10 e464 e468 19877854 10.3109/01421590902849545 1:STN:280:DC%2BD1MjjtVartA%3D%3D
- Price M Handley K Millar J O’Donovan B Feedback: all that effort, but what is the effect? Assess Eval High Educ. 2010 35 3 277 289 10.1080/02602930903541007
- Shepard LA. The role of assessment in a learning culture. In: Teaching and learning. Oxford: Blackwell; 2008. p. 229–253.
- Watling CJ Lingard L Toward meaningful evaluation of medical trainees: the influence of participants’ perceptions of the process Adv Health Sci Educ 2012 17 2 183 194 10.1007/s10459-010-9223-x
- Van der Vleuten CPM The assessment of professional competence: developments, research and practical implications Adv Health Sci Educ. 1996 1 1 41 67 10.1007/BF00596229
- CanMEDS 2000 Extract from the CanMEDS 2000 Project Societal Needs Working Group report Med Teach. 2000 22 6 549 554 10.1080/01421590050175505
- Carr S The foundation programme assessment tools: an opportunity to enhance feedback to trainees? Postgrad Med J 2006 82 971 576 579 16954453 10.1136/pgmj.2005.042366 1:STN:280:DC%2BD28rjtVynsQ%3D%3D
- Schuwirth LW Van der Vleuten CP Programmatic assessment: from assessment of learning to assessment for learning Med Teach 2011 33 6 478 485 21609177 10.3109/0142159X.2011.565828
- Miller A Archer J Impact of workplace based assessment on doctors’ education and performance: a systematic review Br Med J 2010 341 c5064 10.1136/bmj.c5064
- Wrigley W Van Der Vleuten CPM Freeman A Muijtjens A A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71 Med Teach 2012 34 9 683 697 22905655 10.3109/0142159X.2012.704437
- Al Kadri HMF Al-Moamary MS van der Vleuten CP Students’ and teachers’ perceptions of clinical assessment program: a qualitative study in a PBL curriculum BMC Res Notes. 2009 2 263 20030842 10.1186/1756-0500-2-263
- Cilliers FJ Schuwirth LW Adendorff HJ Herman N van der Vleuten CP The mechanism of impact of summative assessment on medical students’ learning Adv Health Sci Educ 2010 15 5 695 715 10.1007/s10459-010-9232-9
- Shute VJ Focus on formative feedback Rev Educ Res. 2008 78 1 153 189 10.3102/0034654307313795
- Wiliam D. Keeping learning on track: formative assessment and the regulation of learning. In: Proceedings of the twentieth biennial conference of the Australian Association of Mathematics Teachers, Sydney; 2005.
- Dysthe O ‘What is the purpose of feedback when revision is not expected?’ A case study of feedback quality and study design in a first year master’s programme J Acad Writ. 2011 1 1 135 142
- Bing-You RG Paterson J Levine MA Feedback falling on deaf ears: residents’ receptivity to feedback tempered by sender credibility Med Teach 1997 19 1 40 44 10.3109/01421599709019346
- Kluger AN DeNisi A Effects of feedback intervention on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory Psychol Bull 1996 119 2 254 284 10.1037/0033-2909.119.2.254
- Hattie J Timperley H The power of feedback Rev Educ Res. 2007 77 1 81 112 10.3102/003465430298487
- Crisp BR Is it worth the effort? How feedback influences students’ subsequent submission of assessable work Assess Eval High Educ. 2007 5 571 581 10.1080/02602930601116912
- Smith E Gorard S ‘They don’t give us our marks’: the role of formative feedback in student progress Assess Educ Princ Policy Pract. 2005 12 1 21 38 10.1080/0969594042000333896
- Black P Wiliam D Assessment and classroom learning Assess Educ Princ Policy Pract. 1998 5 1 7 74 10.1080/0969595980050102
- Butler R Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation of interest and performance Br J Educ Psychol 1988 58 1 1 14 10.1111/j.2044-8279.1988.tb00874.x
- Al Kadri HM Al-Moamart MS Roberts C van der Vleuten CPM Exploring assessment factors contributing to students’ study strategies: literature review Med Teach 2012 34 S1 S42 S50 22409191 10.3109/0142159X.2012.656756
- Williams RG Dunnington GL Klamen DL Forecasting residents’ performance—partly cloudy Acad Med 2005 80 5 415 422 15851450 10.1097/00001888-200505000-00002
- Norman G Nevill A Blake JM Mueller B Assessment steers learning down the right road: impact of progress testing on licensing examination performance Med Teach 2010 32 6 496 499 20515380 10.3109/0142159X.2010.486063
- Boud D Falchikov N Aligning assessment with long-term learning Assess Eval High Educ. 2006 31 4 399 413 10.1080/02602930600679050
- van der Vleuten CP Schuwirth LW Assessing professional competence: from methods to programmes Med Educ 2005 39 3 309 317 15733167 10.1111/j.1365-2929.2005.02094.x
- Duncan N ‘Feed-forward’: improving students’ use of tutors’ comments Assess Eval High Educ. 2007 32 3 271 283 10.1080/02602930600896498
- Kirkpatrick DL Kirckpatrick JD Evaluating training programs 2006 3 San Francisco Berrett-Koehler
DOI: https://doi.org/10.1007/S40037-013-0063-2 | Journal eISSN: 2212-277X
Language: English
Page range: 126 - 141
Published on: Jun 21, 2013
Published by: Bohn Stafleu van Loghum
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
© 2013 Marja G. K. Dijksterhuis, Lambert W. T. Schuwirth, Didi D. M. Braat, Fedde Scheele, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.