Factors within assessment programmes promote or hinder learners' agency. Offering learners choice and independence within assessment assessments promotes receptivity to feedback and learning. Why is this crucial?
Many assessments in medical education lack authenticity or direct relevance to learners' future work as doctors. Why is it so important to ensure that assessments are as authentic as possible?
Grades and comparative ranking within student cohorts can have mixed effects on student receptivity to feedback. Are we helping or hindering learners by including grades and ranking?
Mentors can play a vital role in helping a learner interpret feedback. What makes mentoring so helpful?
The studies we have published (here and here) demonstrated how assessment cultures have remained rooted in a behaviourist approach to medical education: students are rewarded for passing and punished for failing assessments. How would a constructivist approach to assessment and feedback help?