Answer to "What does programmatic assessment mean for constructive alignment?"
Editor: Marjan Govaerts
When adopting programmatic assessment models in the context of competency-based education, constructive alignment is just as essential as it is self-evident. Constructive alignment (CoAl) refers to an educational design approach that integrates intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment activities (AAs). Key principles underpinning the CoAl-approach in programmatic assessment are:
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The notion that competence is a complex phenomenon, and competence development requires a carefully selected and longitudinally arranged set of learning tasks (i.e. curriculum or curriculum map), to support learners’ achievement of intended educational outcomes as specified in the overarching (competency) framework.
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The notion that students learn what they think they will be tested on, i.e. “assessment drives learning”. This so-called backwash works positively when assessment tasks are embedded within and aligned to what and how students need to learn.
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The notion that programmatic assessment typically aims at maximizing use of assessment for learning -while at the same time ensuring robust decision making about learners’ progress. This implies not only providing learners and decision makers with feed-back about performance in the assessment task (“where am I”; “what is the student able to do”), it also implies that assessment generates meaningful information that will help learners improve and develop. Information should therefore include feed-up (“where do I need to go”, “what do I need to achieve”) and feed-forward (“how can I achieve intended outcomes”; “what needs to be my next step”). Effective use of assessment feedback for learning then calls for a curriculum that provides students with opportunities to demonstrate growth, in longitudinal learning trajectories and through assessment that is maximally embedded in and connected to actual learning tasks - to ensure all assessment activities reinforce desirable learning.
In summary, successful design and implementation of ‘fit-for-purpose’ programmatic assessment, requires:
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clearly stated learning goals, educational outcomes or ILOs,
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a curriculum that is ‘fit-for-purpose’, i.e. learning tasks carefully designed to effectively and efficiently support learners’ achievement of ILOs,
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a constructively aligned assessment programme that is mapped to the curriculum and intended learning outcomes.
References:
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Van der Vleuten, C. P., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical Teacher, 34(3), 205-214.
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Van Der Vleuten, C. P., Schuwirth, L. W. T., Driessen, E. W., Govaerts, M. J. B., & Heeneman, S. (2015). Twelve tips for programmatic assessment. Medical Teacher, 37(7), 641-646.
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Biggs, J.B. & Tang, C. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).
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Konopasek, L., Norcini, J., & Krupat, E. (2016). Focusing on the formative: building an assessment system aimed at student growth and development. Academic Medicine, 91(11), 1492-1497.
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Wilson, M & Sloane, K. (2000). From principles to practice. An embedded assessment system. Appl Meas Educ, 13, 181-208.