Abstract
The Institute for Physiotherapy, part of the Hogeschool van Amsterdam in the Netherlands, engaged in a fundamental change in their curriculum. This change encompassed three fundamental elements: (1) a fully competency‐based programme; (2) a learning environment designed to enable the development of these professional competencies; and (3) an extensive procedure of self‐assessment, preceding each of the (five) summative assessments. No other summative assessments are applied. The majority of the time spent on assessment is of a formative nature. The underlying assumption is that professional education should train students in assessing their own work and of that of their colleagues. This case study discusses some of the considerations and experiences and ends with a brief description of the present situation.
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