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### Understanding Progress Testing: Principles and Practices in Assessment ###

This paper by Emyr Wyn Benbow explores the concept of progress testing in medical education. It examines the role of assessment in driving learning and highlights the distinction between assessment and curriculum development. It critiques traditional assessment methods and advocates for longitudinal testing of knowledge retention over time. The study presents the Maastricht model of progress testing, which includes frequent assessments across the curriculum and emphasizes the importance of formative and summative evaluations. The challenges and considerations in implementing effective progress testing are also discussed. ###

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### Understanding Progress Testing: Principles and Practices in Assessment ###

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  1. Progress Testing – Some Principles Emyr Wyn Benbow University of Manchester

  2. So does assessment drive learning? • you bet! • assessment driving the curriculum? • not the same thing at all • but a major danger • “a primary function of testing is to communicate what you view as important” Case and Swanson (2001)

  3. So does assessment drive appropriate learning? • not on your life! • bad assessment drives awful learning • can we change that? • yes, but it’s tough, tough, tough

  4. So what’s progress testing? - don’t we do that already?

  5. So what’s progress testing? - don’t we do that already? • no, we don’t, at least not all of us • isn’t it the same as continuous assessment? • no, it isn’t

  6. So what’s progress testing? - longitudinal (or vertical) testing of knowledge acquisition • assessing the acquisition and retention of knowledge over time • frequent testing overcomes “learn and forget”

  7. So what’s progress testing? - test the entire curriculum, not just bits of it • formative and summative • typically norm-referenced, but it doesn’t have to be

  8. Maastricht progress testing • 200 mc-questions (incl question mark option) • 17 Categories (ICD) • 19 Disciplines • Correct minus incorrect scoring • Norm referenced standards per yeargroup • 4 times/year at fixed points (September, December, March, May) • All medical students simultaneously (year 1-6) Ilske Timmermans, Maastricht

  9. Maastricht progress testing Ilske, Maastricht

  10. Maastricht progress testing Ilske, Maastricht

  11. Testing progress - are the learners learning enough? - are they retaining enough? • are they learning fast enough? • are they learning as much as those in other schools?

  12. Testing progress • true/false • MCQs or EMQs • some have used SAQs • tests of knowledge, not competences • test early, test often • test the intended curriculum outcomes

  13. Testing frequency • four times a year • Maastricht, Peninsula • three times a year • McMaster • twice a year • Manchester

  14. Hierarchy of Skills: Miller’s Pyramid Workplace Based Assessment Portfolios DOES SHOWS HOW OSCE Extended matching / CRQ KNOWS HOW KNOWS MCQs true/false

  15. Things to think about • standard setting • norm referencing v. criterion referencing • negative marking or not • cumulative outcomes • grades or scores • resources, resources, resources

  16. The End - but this is just the end of the beginning!

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