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A history of assessment in medical education
Advances in Health Sciences Education ( IF 4 ) Pub Date : 2020-10-28 , DOI: 10.1007/s10459-020-10003-0
Lambert W T Schuwirth 1, 2 , Cees P M van der Vleuten 1, 2
Affiliation  

The way quality of assessment has been perceived and assured has changed considerably in the recent 5 decades. Originally, assessment was mainly seen as a measurement problem with the aim to tell people apart, the competent from the not competent. Logically, reproducibility or reliability and construct validity were seen as necessary and sufficient for assessment quality and the role of human judgement was minimised. Later, assessment moved back into the authentic workplace with various workplace-based assessment (WBA) methods. Although originally approached from the same measurement framework, WBA and other assessments gradually became assessment processes that included or embraced human judgement but based on good support and assessment expertise. Currently, assessment is treated as a whole system problem in which competence is evaluated from an integrated rather than a reductionist perspective. Current research therefore focuses on how to support and improve human judgement, how to triangulate assessment information meaningfully and how to construct fairness, credibility and defensibility from a systems perspective. But, given the rapid changes in society, education and healthcare, yet another evolution in our thinking about good assessment is likely to lurk around the corner.

中文翻译:

医学教育评估的历史

在最近 5 年中,人们对评估质量的认知和保证方式发生了很大变化。最初,评估主要被视为一个衡量问题,目的是将人们区分开来,胜任与不胜任。从逻辑上讲,可重复性或可靠性和结构有效性被视为评估质量的必要和充分条件,并且人类判断的作用被最小化。后来,通过各种基于工作场所的评估(WBA)方法,评估又回到了真实的工作场所。WBA 和其他评估虽然最初是从相同的测量框架进行的,但逐渐成为包含或包含人为判断但基于良好的支持和评估专业知识的评估过程。目前,评估被视为一个完整的系统问题,其中从综合而非简化的角度评估能力。因此,当前的研究集中在如何支持和改进人类判断、如何有意义地对评估信息进行三角测量以及如何从系统的角度构建公平性、可信性和防御性。但是,鉴于社会、教育和医疗保健的快速变化,我们对良好评估的思考可能会发生另一次演变。
更新日期:2020-10-28
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