AMEE Guide N 31. Workplace-based assessment as an educational tool
AbstractThere has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and off er the opportunity for feedback. The research literature on formative assessment and feedback suggests that it is a powerful means for changing the behaviour of trainees. Several methods for assessing it have been developed and there is preliminary evidence of their reliability and validity. A variety of factors enhance the efficacy of workplace-based assessment including the provision of feedback that is consistent with the needs of the learner and focused on important aspects of the performance. Faculty plays a critical role and successful implementation requires that they receive training. The objective of this Guide is to review the literature on work-based assessment and the efficacy and prevalence of formative feedback. It describes the common formative assessment methods, characterises the nature of feedback, examines the effect of faculty development on its quality, and summarises the challenges still faced.
Meditsinskoe obrazovanie i professional’noe razvitie [Medical Education and Professional Development]. 2015; (4): 24–55.