Assessing professional competence: from methods to programmes



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Assessing professional competence: from methods to programmes
C.P.M. van der Vleuten & L.W.T. Schuwirth

University of Maastricht, Department of Educational Development and Research

Medical Education, 2005, 39 (3), 309-317.
Abstract

Introduction: We use a utility model to illustrate that: 1) selecting an assessment method involves context-dependent compromises and 2) assessment is not a measurement problem but an instructional design problem, comprising educational, implementation and resource aspects. In the model, assessment characteristics are differently weighted depending on purpose and context of the assessment.



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