Assessing professional competence: from methods to programmes


Assessment as instructional design



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Assessment as instructional design: When assessment should stimulate learning and requires adequate sampling, in authentic contexts, of performance of complex competencies that cannot be broken down into simple parts, we need a shift from individual methods to an integral programme, intertwined with the education programme, i.e. we need an instructional design perspective.

Implications for development and research: Programmatic instructional design hinges on a careful description and motivation of choices, whose effectiveness should be measured against the intended outcomes. We should not evaluate individual methods, but provide evidence of the utility of the assessment programme as a whole.
Conflicts of interest: none

Ethical approval was not sought





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