Progress testing - Wikipedia

A progress test is a written knowledge exam (usually involving multiple choice questions) that is usually administered to all students in the "A" program at the ... Progresstesting FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch Progresstestsarelongitudinal,feedbackorientededucationalassessmenttoolsfortheevaluationofdevelopmentandsustainabilityofcognitiveknowledgeduringalearningprocess.Aprogresstestisawrittenknowledgeexam(usuallyinvolvingmultiplechoicequestions)thatisusuallyadministeredtoallstudentsinthe"A"programatthesametimeandatregularintervals(usuallytwicetofourtimesyearly)throughouttheentireacademicprogram.Thetestsamplesthecompleteknowledgedomainexpectedofnewgraduatesuponcompletionoftheircourses,regardlessoftheyearlevelofthestudent).Thedifferencesbetweenstudents’knowledgelevelsshowinthetestscores;thefurtherastudenthasprogressedinthecurriculumthehigherthescores.Asaresult,theseresultantscoresprovidealongitudinal,repeatedmeasures,curriculum-independentassessmentoftheobjectives(inknowledge)oftheentireprogramme.[1] Contents 1History 2Useinacademicprograms 3Advantages 4Disadvantages 5Internationalprogramsusingprogresstesting 6Seealso 7References 8Externallinks History[edit] Sinceitsinceptioninthelate1970satbothMaastrichtUniversity[1]andtheUniversityofMissouri–KansasCity[2]independently,theprogresstestofappliedknowledgehasbeenincreasinglyusedinmedicalandhealthsciencesprogramsacrosstheglobe.Theyarewellestablishedandincreasinglyusedinmedicaleducationinbothundergraduateandpostgraduatemedicaleducation.Theyareusedformativelyandsummatively. Useinacademicprograms[edit] TheprogresstestiscurrentlyusedbynationalprogresstestconsortiaintheUnitedKingdom,[3]Italy,TheNetherlands,[4]inGermany(includingAustria),[5]andinindividualschoolsinAfrica,[6]SaudiArabia,[7]SouthEastAsia,[8]theCaribbean,Australia,NewZealand,Sweden,Finland,UK,andtheUSA.[9]TheNationalBoardofMedicalExaminersintheUSAalsoprovidesprogresstestinginvariouscountries[10][11]Thefeasibilityofaninternationalapproachtoprogresstestinghasbeenrecentlyacknowledged[12]andwasfirstdemonstratedbyAlbanoetal.[13]in1996,whocomparedtestscoresacrossGerman,DutchandItalianmedicalschools.AninternationalconsortiumhasbeenestablishedinCanada[12][14]involvingfacultiesinIreland,Australia,Canada,PortugalandtheWestIndies. Theprogresstestservesseveralimportantfunctionsinacademicprograms.ConsiderableempiricalevidencefrommedicalschoolsintheNetherlands,Canada,UnitedKingdomandIreland,aswellpostgraduatemedicalstudiesandschoolsindentistryandpsychologyhaveshownthatthelongitudinalfeatureoftheprogresstestprovidesauniqueanddemonstrablemeasurementofthegrowthandeffectivenessofstudents’knowledgeacquisitionthroughouttheircourseofstudy [1] [12] [15] [16] [17] [18] [19] [20] [21] .[22][23] Asaresult,thisinformationcanbeconsistentlyusedfordiagnostic,remedialandprognosticteachingandlearninginterventions.IntheNetherlands,theseinterventionshavebeenaidedbytheprovisionofaweb-basedresultsfeedbacksystemknownasProF[24]inwhichstudentscancomparetheirresultswiththeirpeersacrossdifferenttotalandsubtotalscoreperspectives,bothacrossandwithinuniversities. Additionally,thelongitudinaldatacanserveasatransparentqualityassurancemeasureforprogramreviewsbyprovidinganevaluationoftheextenttowhichaschoolismeetingitscurriculumobjectives.[1][10][25]Thetestalsoprovidesmorereliabledataforhigh-stakesassessmentdecisionsbyusingmeasuresofcontinuouslearningratherthanaone-shotmethod(Schuwirth,2007).Inter-universityprogresstestingcollaborationsprovideameansofimprovingthecost-effectivenessofassessmentsbysharingalargerpoolofitems,itemwriters,reviewers,andadministrators.ThecollaborativeapproachadoptedbytheDutchandotherconsortiahasenabledtheprogresstesttobecomeabenchmarkinginstrumentbywhichtomeasurethequalityofeducationaloutcomesinknowledge.Thesuccessoftheprogresstestinthesewayshasledtoconsiderationofdevelopinganinternationalprogresstest.[25][26] Thebenefitsforallmainstakeholdersinamedicalorhealthsciencesprogrammemaketheprogresstestanappealingtooltoinvestresourcesandtimeforinclusioninanassessmentregime.Thisattractivenessisdemonstratedbyitsincreasinglywidespreaduseinindividualmedicaleducationinstitutionsandinter-facultyconsortiaaroundtheworld,andbyitsusefornationalandinternationalbenchmarkingpractices. Advantages[edit] Progresstestsprovidearichsourceofinformation:thecomprehensivenatureincombinationwiththecross-sectionalandlongitudinaldesignoffersawealthofinformationbothforindividuallearnersaswellasforcurriculumevaluations.[1] ProgressTestingfostersknowledgeretention:therepeatedtestingofthesamecomprehensivedomainofknowledgemeansthatthereisnopointtestingfactsthatcouldberememberedifstudiedthenightbefore.Longtermknowledgeandknowledgeretentionisfosteredbecauseitemcontentremainsrelevantlongaftertheknowledgehasbeenlearned.ProgressTestingremovestheneedforresitexaminations:everynewtestoccasionisarenewedopportunitytodemonstrategrowthofknowledge. ProgressTestingallowsearlydetectionofhighachievers:somelearnersperform(far)beyondtheexpectedleveloftheirphaseintraining(e.g.theymighthavehadrelevantpreviousothertraining)and,dependingontheirperformance,individualandmorespeededpathwaysthroughthecurriculumcouldbeoffered. ProgressTestingbringsstabilityinassessmentprocedures:curriculumchanges,changesincontent,havenoconsequencefortheprogresstestprovidedtheendoutcomesareunchanged. ProgressTestingprovidesexcellentbenchmarkingopportunities:progresstestsarenotlimitedtoasingleschoolnortoPBLcurriculaandevaluationscaneasilybedonetocomparegraduatesandtheeffectivenessofdifferentcurriculumapproaches. Disadvantages[edit] Naturally,therearedisadvantages.Therequiredresourcesfortestdevelopmentandscoringandtheneedforacentralorganizationaretwoveryimportantones. Scoring,[27]psychometricprocedures[28]forreducingtestdifficultyvariationandstandardsettingprocedures[29]aremorecomplexinprogresstesting. Finallyprogresstestsdonotworkinheterogeneousprogramswithearlyspecialization(likeinmanyhealthsciencesprograms).Inmorehomogenousprograms,suchasmostmedicalprograms,theyworkreallywellandpayoffinrelationtodrivinglearninganduseofresources. Internationalprogramsusingprogresstesting[edit] Informationfrom2010+(thislistmaynotbecompleteoruptodate,pleaseaddanyotherknownprogresstestadministrations) UniversityofMinho,SchoolofMedicine,Portugal NetherlandsGroup-FivemedicalfacultiesintheNetherlands(Groningen,Leiden,Maastricht,NijmegenandVUAmsterdam)andadditionally,theGhentUniversityinBelgiumusethetest InternationalPartnershipforProgressTesting(IPPT)-undergraduatemedicalprogramsatMcMasterUniversityMedicalSchool,Canada;UniversityofLimerick,Ireland;UniversityofAlgarve,Portugal;UniversityofWesternSydney,Australia Charite,Germany(Germany–BerlinRegel,Berlinreform,Witten,Aachen,Bochum,LMUMunich,Koln,Munster,Hannover, Mannheim,Regensburg,Austria–Graz,Innsbruck) NBME1(Barts,St.George’sLondon,LeedsandQueensUniversity,BelfastUK) NBME2(UniversityofSouthFloridaandCaseWesternReserveUniversity) SouthernIllinoisUniversity,Vanderbilt,UniversityofNewMexico,PennState,TexasTech,MedicalCollegeofGeorgia,UniversityofMinnesota UniversityofManchesterSchoolofMedicine,UK PeninsulaCollegeofMedicineandDentistry,UK CardiffUniversitySchoolofMedicine,Wales,UK SwanseaUniversityMedicalSchool,Wales,UK UniversityofTampere,Finland UniversityofHelsinki,Finland KaragandaStateMedicalUniversity,Kazakhstan OtagoMedicalSchool,NewZealand AucklandMedicalSchool,NewZealand SãoPauloCityMedicalSchool(UNICID),Brazil UniversityofIndonesia,MedicalSchool CatholicUniversityofMozambique Pretoria,SouthAfrica CMIRAProgram,Syrian-LebaneseHospitalInstituteforEducationandResearch,Brazil AlfaisalUniversity-CollegeofMedicine,SaudiArabia TheCollegeofMedicineatKingSaudbinAbdulazizUniversityforHealthSciences(KSAU-HS),SaudiArabia BatterjeeMedicalCollegeforSenescences&TechnologyJeddah-SaudiArabia SulaimanAlrajhiColleges-SchoolofMedicine,Albukairiyahcity,Qassimregion-SaudiArabia Source:[9] KingFisalUniversityKFU-CollegeofMedicine,Al-Ahsaa,SaudiArabia TheCollegeofDentistryatKingSaudbinAbdulazizUniversityforHealthSciences(KSAU-HS),SaudiArabia FlindersUniversity-SchoolofMedicine(post-graduate),Adelaide,Australia Seealso[edit] Medicaleducation AlfaisalUniversity References[edit] ^abcdevanderVleutenCPM,VerwijnenGM,WijnenWHFW.1996.Fifteenyearsofexperiencewithprogresstestinginaproblem-basedlearningcurriculum.MedicalTeacher18(2):103–110. ^ArnoldL,WilloughbyTL.1990.Thequarterlyprofileexamination.AcademicMedicine65(8):515–516. ^Swanson,D.B.,Holtzman,K.Z.,Butler,A.,Langer,M.M.,Nelson,M.V.,Chow,J.W.M.,etal.(2010).Collaborationacrossthepond:Themulti-schoolprogresstestingproject.MedicalTeacher,32,480-485. ^Schuwirth,L.,Bosman,G.,Henning,R.H.,Rinkel,R.,&Wenink,A.C.G.(2010).CollaborationonprogresstestinginmedicalschoolsintheNetherlands.MedicalTeacher,32,476-479. ^Nouns,Z.M.,&Georg,W.(2010).ProgresstestinginGermanspeakingcountries.MedicalTeacher,32,467-470. ^Aarts,R.,Steidel,K.,Manuel,B.A.F.,&Driessen,E.W.(2010).Progresstestinginresource-poorcountries:AcasefromMozambique.MedicalTeacher,32,461-463. ^AlAlwan,I.,Al-Moamary,M.,Al-Attas,N.,AlKushi,A.,ALBanyan,E.,Zamakhshary,M.,etal.(2011).TheprogresstestasadiagnostictoolforanewPBLcurriculum.EducationforHealth(December,ArticleNo.493). ^Mardiastuti,H.W.,&Werdhani,R.A.(2011).Gradepointaverage,progresstest,andtryoutstestastoolsforcurriculumevaluationandgraduates'performancepredictionatthenationalboardexamination.JournalofMedicineandMedicalSciences,2(12),1302-1305. ^abFreeman,A.,vanderVleuten,C.,Nouns,Z.,&Ricketts,C.(2010).Progresstestinginternationally.MedicalTeacher,32,451-455. ^abDeChamplain,A.,Cuddy,M.M.,Scoles,P.V.,Brown,M.,Swanson,D.B.,Holtzman,K.,etal.(2010).Progresstestinginclinicalscienceeducation:ResultsofapilotprojectbetweentheNationalBoardofMedicalExaminersandaUSmedicalSchool.MedicalTeacher,32,503-508. ^InternationalFoundationsofMedicine(2011).Retrieved20July2011,fromhttp://www.nbme.org/Schools/iFoM/index.html ^abcFinucane,P.,Flannery,D.,Keane,D.,&Norman,G.(2010).Cross-institutionalprogresstesting:Feasibilityandvaluetoanewmedicalschool.MedicalEducation,44,184-186. ^Albano,M.G.,Cavallo,F.,Hoogenboom,R.,Magni,F.,Majoor,G.,Manenti,F.,etal.(1996).Aninternationalcomparisonofknowledgelevelsofmedicalstudents:TheMaastrichtprogresstest.MedicalEducation,30,239-245. ^InternationalPartnershipforProgressTesting(2011).Retrieved18July2011,fromhttp://ipptx.org/ ^Bennett,J.,Freeman,A.,Coombes,L.,Kay,L.,&Ricketts,C.(2010).Adaptationofmedicalprogresstestingtoadentalsetting.MedicalTeacher,32,500-502. ^Boshuizen,H.P.A.,vanderVleuten,C.P.M.,Schmidt,H.,&Machiels-Bongaerts,M.(1997).Measuringknowledgeandclinicalreasoningskillsinaproblem-basedcurriculum.MedicalEducation,31,115-121. ^Coombes,L.,Ricketts,C.,Freeman,A.,&Stratford,J.(2010).Beyondassessment:Feedbackforindividualsandinstitutionsbasedontheprogresstest.MedicalTeacher,32,486-490. ^Dijksterhuis,M.G.K.,Scheele,F.,Schuwirth,L.W.T.,Essed,G.G.M.,&Nijhuis,J.G.(2009).Progresstestinginpostgraduatemedicaleducation.MedicalTeacher,31,e464-e468. ^Freeman,A.,&Ricketts,C.(2010).Choosinganddesigningknowledgeassessments:Experienceatanewmedicalschool.MedicalTeacher,32,578-581. ^Schaap,L.,Schmidt,H.,&Verkoeijen,P.J.L.(2011).Assessingknowledgegrowthinapsychologycurriculum:whichstudentsimprovemost?Assessment&EvaluationinHigherEducation,1-13. ^vanderVleuten,C.P.M.,Verwijnen,G.M.,&Wijnen,W.H.F.W.(1996).Fifteenyearsofexperiencewithprogresstestinginaproblem-basedlearningcurriculum.MedicalTeacher,18(2),103-109. ^vanDiest,R.,vanDalen,J.,Bak,M.,Schruers,K.,vanderVleuten,C.,Muijtjens,A.M.M.,etal.(2004).Growthofknowledgeinpsychiatryandbehaviouralsciencesinaproblem-basedlearningcurriculum.MedicalEducation,38,1295-1301. ^Verhoeven,B.H.,Verwijnen,G.M.,Scherpbier,A.J.J.A.,&vanderVleuten,C.P.M.(2002).Growthofmedicalknowledge.MedicalEducation,36,711-717. ^Muijtjens,A.M.M.,Timmermans,I.,Donkers,J.,Peperkamp,R.,Medema,H.,Cohen-Schotanus,J.,etal.(2010).Flexibleelectronicfeedbackusingthevirtuesofprogresstesting.MedicalTeacher,32,491-495. ^abVerhoeven,B.H.,Snellen-Balendong,H.A.M.,Hay,I.T.,Boon,J.M.,VanDerLinde,M.J.,Blitz-Lindeque,J.J.,etal.(2005).Theversatilityofprogresstestingassessedinaninternationalcontext:astartforbenchmarkingglobalstandardization?MedicalTeacher,27(6),514-520. ^Schauber,S.,&Nouns,Z.B.(2010).Usingthecumulativedeviationmethodforcross-institutionalbenchmarkingintheBerlinprogresstest.MedicalTeacher,32,471-475. ^MuijtjensAM,MamerenHV,HoogenboomRJ,EversJL,vanderVleutenCP.1999.Theeffectofa‘don’tknow’optionontestscores:Number-rightandformulascoringcompared.MedicalEducation33(4):267–275. ^ShenL.2000.Progresstestingforpostgraduatemedicaleducation:AfouryearexperimentofAmericanCollegeofOsteopathicSurgeonsResidentExaminations.AdvancesinHealthSciencesEducation:TheoryandPractice5(2):117–129 ^VerhoevenBH,Snellen-BalendongHA,HayIT,BoonJM,vanderLindeMJ,Blitz-LindequeJJ,HoogenboomRJI,VerwijnenGM,WijnenWHFW,ScherpbierAJJA,etal.2005.Theversatilityofprogresstestingassessedinaninternationalcontext:Astartforbenchmarkingglobalstandardization?MedicalTeacher27(6):514–520 Externallinks[edit] ProgresstestMedicineUniversitätsmedizinBerlin ProgresstestSaudiArabiaatQassimCollegeofMedicine interuniversityProgressTestMedicine,theNetherlands Retrievedfrom"https://en.wikipedia.org/w/index.php?title=Progress_testing&oldid=1049009422" Categories:TestsMedicaleducation Navigationmenu Personaltools NotloggedinTalkContributionsCreateaccountLogin Namespaces ArticleTalk Variants expanded collapsed Views ReadEditViewhistory More expanded collapsed Search Navigation MainpageContentsCurrenteventsRandomarticleAboutWikipediaContactusDonate Contribute HelpLearntoeditCommunityportalRecentchangesUploadfile Tools 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