Van Der Vleuten C P M, Schuwirth L W T, Driessen E W, Govaerts M J B, Heeneman S
a Maastricht University , Maastricht , The Netherlands.
b Flinders University , Adelaide , Australia.
Med Teach. 2015 Jul;37(7):641-646. doi: 10.3109/0142159X.2014.973388. Epub 2014 Nov 20.
Programmatic assessment is an integral approach to the design of an assessment program with the intent to optimise its learning function, its decision-making function and its curriculum quality-assurance function. Individual methods of assessment, purposefully chosen for their alignment with the curriculum outcomes and their information value for the learner, the teacher and the organisation, are seen as individual data points. The information value of these individual data points is maximised by giving feedback to the learner. There is a decoupling of assessment moment and decision moment. Intermediate and high-stakes decisions are based on multiple data points after a meaningful aggregation of information and supported by rigorous organisational procedures to ensure their dependability. Self-regulation of learning, through analysis of the assessment information and the attainment of the ensuing learning goals, is scaffolded by a mentoring system. Programmatic assessment-for-learning can be applied to any part of the training continuum, provided that the underlying learning conception is constructivist. This paper provides concrete recommendations for implementation of programmatic assessment.
程序化评估是评估计划设计中不可或缺的方法，旨在优化其学习功能、决策功能和课程质量保证功能。为使其与课程成果相匹配并对学习者、教师和机构具有信息价值而特意选择的个别评估方法，被视为一个个数据点。通过向学习者提供反馈，这些个别数据点的信息价值得以最大化。评估时刻与决策时刻相互分离。中级和高风险决策基于在对信息进行有意义的汇总之后的多个数据点，并由严格的组织程序提供支持，以确保其可靠性。通过对评估信息的分析和实现随之而来的学习目标，学习的自我调节由一个指导系统提供支撑。只要基础学习理念是建构主义的，学习的程序化评估就可以应用于培训连续体的任何部分。本文为程序化评估的实施提供了具体建议。
