Between trust and control: Teachers' assessment conceptualisations within programmatic assessment.

ABSTRACT:

Objectives

Programmatic assessment attempts to facilitate learning through individual assessments designed to be of low-stakes and used only for high-stake decisions when aggregated. In practice, low-stake assessments have yet to reach their potential as catalysts for learning. We explored how teachers conceptualise assessments within programmatic assessment and how they engage with learners in assessment relationships.

Methods

We used a constructivist grounded theory approach to explore teachers' assessment conceptualisations and assessment relationships in the context of programmatic assessment. We conducted 23 semi-structured interviews at two different graduate-entry medical training programmes following a purposeful sampling approach. Data collection and analysis were c

SUBMITTER: Schut S 

PROVIDER: S-EPMC7318263 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature