Workplace-based assessment as an educational tool

Amee Guide No. 31

Bibliographic Data

ID23370132
AuthorsJohn J Norcini (0000-0002-8464-4115, Foundation for Advancement of International Medical Education and Research, corresponding author), Vanessa Burch (0000-0001-7304-4424, University of Cape Town)
Year2007
Volume29
Issue9-10
Pages855-871
Publication date2007-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01421590701775453
PMID18158655
OpenAlexW2141361828
LanguageEN
Citations received58
References cited58

BACKGROUND: There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feedback. AIMS: To review some of the literature on the efficacy and prevalence of formative feedback, describe the common formative assessment methods, characterize the nature of feedback, examine the effect of faculty development on its quality, and summarize the challenges still faced. RESULTS: The research literature on formative assessment and feedback suggests that it is a powerful means for changing the behaviour of trainees. Several methods for assessing it have been developed and there is preliminary evidence of their reliability and validity. A variety of factors enhance the efficacy of workplace-based assessment including the provision of feedback that is consistent with the needs of the learner and focused on important aspects of the performance. Faculty plays a critical role and successful implementation requires that they receive training. CONCLUSIONS: There is a need for formative assessment which offers trainees the opportunity for feedback. Several good methods exist and feedback has been shown to have a major influence on learning. The critical role of faculty is highlighted, as is the need for strategies to enhance their participation and training.

Formative assessment · Medical education · Pedagogy · Quality (philosophy) · Reliability (semiconductor) · Variety (cybernetics) · Computer Science · Higher Education and Employability · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback