Department of Educational Development and Research, Maastricht University, The Netherlands.
Med Teach. 2012;34(9):683-97. doi: 10.3109/0142159X.2012.704437.
There has been increasing use and significance of progress testing in medical education. It is used in many ways and with several formats to reflect the variety of curricula and assessment purposes. These developments have occurred alongside a recognised sensitivity for error variance inherent in multiple choice tests from which challenges to its validity and reliability have arisen. This Guide presents a generic, systemic framework to help identify and explore improvements in the quality and defensibility of progress test data. The framework draws on the combined experience of the Dutch consortium, an individual medical school in the United Kingdom, and the bulk of the progress test literature to date. It embeds progress testing as a quality-controlled assessment tool for improving learning, teaching and the demonstration of educational standards. The paper describes strengths, highlights constraints and explores issues for improvement. These may assist in the establishment of potential or new progress testing in medical education programmes. They can also guide the evaluation and improvement of existing programmes.
在医学教育中，进展测试的使用和重要性日益增加。它以多种方式和多种形式使用，以反映各种课程和评估目的。这些发展伴随着对多选题测试固有的误差方差的敏感性，这使得多选题测试的有效性和可靠性受到了挑战。本指南提供了一个通用的系统框架，以帮助识别和探索提高进展测试数据质量和可防御性的方法。该框架借鉴了荷兰联盟、英国一所独立医学院以及迄今为止大部分进展测试文献的综合经验。它将进展测试作为一种质量控制评估工具，用于提高学习、教学和教育标准的展示。本文描述了进展测试的优势，强调了其局限性，并探讨了改进的问题。这些问题可能有助于在医学教育计划中建立潜在的或新的进展测试。它们还可以指导对现有计划的评估和改进。
