Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
Paul L. P. Brand, A. Debbie C. Jaarsma, Cees P. M. van der Vleuten
Computer Adaptive vs. Non-adaptive Medical Progress Testing: Feasibility, Test Performance, and Student Experiences
Elise V. Van Wijk, Jeroen Donkers, Peter C. J. De Laat, Ariadne A. Meiboom, Bram Jacobs, Jan Hindrik Ravesloot, René A. Tio, Cees P. M. Van Der Vleuten, Alexandra M. J. Langers, Andre J. A. Bremers
Using activity theory to study cultural complexity in medical education
Janneke M. Frambach, Erik W. Driessen, Cees P. M. van der Vleuten
On the issue of costs in programmatic assessment
Cees P. M. van der Vleuten, Sylvia Heeneman
The use of progress testing
Lambert W. T. Schuwirth, Cees P. M. van der Vleuten
Written narrative feedback, reflections and action plans in single-encounter observations: an observational study
Elisabeth A. M. Pelgrim, Anneke W. M. Kramer, Henk G. A. Mokkink, Cees P. M. van der Vleuten
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures
Christopher J. Harrison, Karen D. Könings, Elaine F. Dannefer, Lambert W. T. Schuwirth, Valerie Wass, Cees P. M. van der Vleuten