The need for complete redesign

It therefore appears that the way forward is by careful design of the whole assessment programme, paying careful attention to its educational impact as well as the more traditional considerations of validity and reliability. 

The field of medical education is not alone in struggling to reach an effective integration of these concepts; the wider educational establishment is also trying to determine how assessment programme design can foster learning. In order to respond to assessment-related feedback, there is a need to align learning theories with assessment paradigms. For many years the dominant paradigm has been psychometric, with its reliance on the use of quantitative data, manipulated in standardised and ‘objective’ ways, in order to justify summative decisions. The knowledge that is assessed is generally regarded as independent of the context. 

A more promising assessment paradigm arises from the sociocultural perspective. In this paradigm, learning is assessed in a particular context. The relationship between learners and the wider community is also taken into account. Students are more actively involved in the assessment process. Although this assessment paradigm has only become more prominent in recent years, aspects of it are not entirely new; Osler clearly understood the importance of assessment in context.   

To explore other options for moving assessment forward, please click below.