Abstract
IntroductionCompetency-based education (CBE) is now pervasive in health professions education. A foundational principle of CBE is to assess and identify the progression of competency development in students over time. It has been argued that a programmatic approach to assessment in CBE maximizes student learning. The aim of this study is to investigate if programmatic assessment, i. e., a system of assessment, can be used within a CBE framework to track progression of student learning within and across competencies over time.MethodsThree workplace-based assessment methods were used to measure the same seven competency domains. We performed a retrospective quantitative analysis of 327,974 assessment data points from 16,575 completed assessment forms from 962 students over 124 weeks using both descriptive (visualization) and modelling (inferential) analyses. This included multilevel random coefficient modelling and generalizability theory.ResultsRandom coefficient modelling indicated that variance due to differences in inter-student performance was highest (40%). The reliability coefficients of scores from assessment methods ranged from 0.86 to 0.90. Method and competency variance components were in the small-to-moderate range.DiscussionThe current validation evidence provides cause for optimism regarding the explicit development and implementation of a program of assessment within CBE. The majority of the variance in scores appears to be student-related and reliable, supporting the psychometric properties as well as both formative and summative score applications.
Highlights
Competency-based education (CBE) is pervasive in health professions education
A pressing issue facing CBE is ensuring the feasible use of robust assessment methodologies that result in valid scores by which to provide feedback on learning and make decisions about learner progression
A pressing issue facing competency-based education (CBE) is ensuring the feasible use of robust assessment methodologies that result in useful performance-relevant information (PRI) by which to provide feedback on learning and make decisions about learner progression
Summary
Competency-based education (CBE) is pervasive in health professions education. A foundational principle of CBE is to assess and identify the progression of competency development in students over time. A pressing issue facing competency-based education (CBE) is ensuring the feasible use of robust assessment methodologies that result in useful performance-relevant information (PRI) by which to provide feedback on learning and make decisions about learner progression. G., assessment scores and narrative feedback), that informs student learning within a certain context [5, 6], is important because it contains data involving the assessment of performance over time, and about learning. These performance judgements may be affected by more than just PRI The importance of a programmatic approach to assessment has been recognized by the ‘Ottawa Conference Working Group on Good Assessment’ by introducing the term ‘Systems of Assessment’ in their 2018 draft report ‘Consensus Framework for Good Assessment’ [7]
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