Assessment in Undergraduate Medical Education

(g) standard setting (paragraph 117)(h)

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standard setting (paragraph 117)
(h) disability (paragraph 118)
the Code of Practice published by the Quality Assurance Agency (QAA) (paragraph 119).

members of assessment boards or committees
members of teaching and learning committees
academic and clinical professionals involved in assessing students
external examiners
medical students.
Ensuring a clear strategy
19 Medical schools should take an overarching strategic and systematic approach to assessment that fits with the rest of the curriculum, delivers assessment methods that are valid, reliable and otherwise appropriate and is led by assessment experts with psychometric support and the necessary authority within the governance systems. There are risks in devolving decisions to particular leads in specialties or years who are not tied into a coordinated and strategic approach. An unstructured and devolved approach may compromise the school’s ability to monitor students progression and to ensure that outcomes are appropriately assessed. It may lead to disproportionate emphasis on particular specialties or perspectives.
20 In the GMC’s 2010 report on The state of basic
medical education
, Dr Katharine Boursicot writes:
Medical schools have had to scrutinise their own
assessment strategies and have endeavoured to
move away from disjointed, localised, inconsistent,
outmoded and often unmonitored (ie not quality
assured) assessments in various parts of their courses,
and take an overview of assessment over the whole
curriculum. This movement has been variably
successful and requires more work to ensure that
students are fairly and adequately assessed over
their whole undergraduate course. The development
and implementation of a coherent and consistent
assessment strategy in each institution is still a major
21 The GMC report also states:
Reports from QABME reviews highlighted the
coordination and central leadership of assessment
across a programme as an area for improvement. Many
schools separate the management of assessment into
years or phases, but without strong oversight and
coordination, which can lead to inconsistencies. During
QABME reviews, many teams agreed on the benefit
to assessment systems of a central, coordinating
leadership group, or assessment-focused unit, with a
strong remit to work on assessment across modules
and years in order to build a consistent approach to
assessment throughout the course.

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