Tio René A, Schutte Bert, Meiboom Ariadne A, Greidanus Janke, Dubois Eline A, Bremers Andre J A
Department of Cardiology, University Medical Center Groningen, University of Groningen, 9700, PO Box 30.001, RB Groningen, The Netherlands.
Maastricht University, Maastricht, The Netherlands.
Perspect Med Educ. 2016 Feb;5(1):51-5. doi: 10.1007/s40037-015-0237-1.
Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three months. The annual progress exam is not a single test. It consists of a series of 4 tests per annum which are summative in the end. The current situation with emphasis on the formative and summative aspects will be discussed. The reader will get insight into the way progress testing can be used as feedback for students and schools.
荷兰的进阶测试有着悠久的历史。它最初是在一所从一开始就采用基于问题的学习（PBL）课程的医学院引入的。后来，其他有或没有PBL课程的学校也加入了进来。目前，大约每三个月就有10000名学生参加一次测试。年度进阶考试并非一场单一的测试。它每年由一系列4次测试组成，最终具有总结性。本文将讨论当前注重形成性和总结性方面的情况。读者将深入了解进阶测试如何用作学生和学校的反馈。
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