Between trust and control: Teachers' assessment conceptualisations within programmatic assessment.
Suzanne SchutSylvia HeenemanS Beth BiererErik W DriessenJan van TartwijkCees P M van der VleutenPublished in: Medical education (2020)
Teachers believe programmatic assessment can have a positive impact on both teaching and student learning. However, teachers' conceptualisations of low-stake assessments are not focused solely on learning and also involve stakes for teachers. Sampling across different assessments and the introduction of progress committees were identified as important design features to support teachers and preserve the benefits of prolonged engagement in assessment relationships. These insights contribute to the design of effective implementations of programmatic assessment within the medical education context.
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