The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.
Twelve Tips for programmatic assessment
Abstract
Programmatic assessment is an integral approach to the design of an assessment program with the intent to optimise its learning function, its decision-making function and its curriculum quality-assurance function. Individual methods of assessment, purposefully chosen for their alignment with the curriculum outcomes and their information value for the learner, the teacher and the organisation, are seen as individual data points. The information value of these individual data points is maximised by giving feedback to the learner. There is a decoupling of assessment moment and decision moment. Intermediate and high-stakes decisions are based on multiple data points after a meaningful aggregation of information and supported by rigorous organisational procedures to ensure their dependability. Self-regulation of learning, through analysis of the assessment information and the attainment of the ensuing learning goals, is scaffolded by a mentoring system. Programmatic assessment-for-learning can be applied to any part of the training continuum, provided that the underlying learning conception is constructivist. This paper provides concrete recommendations for implementation of programmatic assessment.
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In the citing paper
“Gaining prominence in medical education, programmatic assessment shifts the focus from isolated assessment events to the strategic collection and integration of multiple low-stakes data points over time [16,27].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [27]
In the citing paper
“Each piece of evidence, whether formative or summative, is deliberately gathered to support learner development and guide high-stakes judgments about competence.”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [27]
In the citing paper
“Finally, they promote the longitudinal compilation of performance data to coach the learner's continuing development (assessment for learning) and to make evidence-based decisions about the learner's progress (assessment of learning).[11][12][13][14][15]”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [13]
In the citing paper
“Foundationally, the principles of programmatic assessment and CBME direct our attention to actively engaging learners in their assessment, feedback, and development activities.9,13,15”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [13]
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631 · cited 1×
“Mostly, conventional feedback from assessments, that is, grades and pass/fail decisions, are poor information carriers (Shute 2008).”
BackgroundEricsson, K. A. (2004) · Academic Medicine · doi:10.1097/00001888-200410001-00022 · Cited by 2,988
Assessing professional competence: from methods to programmes
Van Der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005) · Medical Education · doi:10.1111/j.1365-2929.2005.02094.x · Cited by 1,268
Self-citationThe assessment of professional competence: Developments, research and practical implications
Van Der Vleuten, C. P. M. (1996) · Advances in Health Sciences Education · doi:10.1007/bf00596229 · Cited by 1,247
Problem‐based learning: future challenges for educational practice and research
Dolmans, D. H. J. M., de Grave, W. S., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005) · Medical Education · doi:10.1111/j.1365-2929.2005.02205.x · Cited by 1,103
Programmatic assessment: From assessment of learning to assessment for learning
Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2011) · Medical Teacher · doi:10.3109/0142159x.2011.565828 · Cited by 902
Self-citationA model for programmatic assessment fit for purpose.
van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.652239 · Cited by 892
Self-citationProgram evaluation models and related theories: AMEE Guide No. 67
FRYE, A. W., & Hemmer, P. A. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.668637 · Cited by 641
The assessment of professional competence: building blocks for theory development
van der Vleuten, C. P. M., Schuwirth, L., Scheele, F., Driessen, E. W., & Hodges, B. D. (2010) · Best Practice & Research Clinical Obstetrics & Gynaecology · doi:10.1016/j.bpobgyn.2010.04.001 · Cited by 356
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Chan, K. S., & Zary, N. (2019) · JMIR Medical Education · doi:10.2196/13930 · Cited by 877
“Programmatic assessment involves the use of an AI system to design an assessment program tailored to optimize learning outcomes and ensure curriculum quality at a systemic level [59].”
2018 Consensus framework for good assessment
Norcini, J. J., Anderson, M. B., Bóllela, V. R., Burch, V. C., Costa, M. J., Duvivier, R. J., Hays, R., Mackay, M. F. P., Roberts, T. E., & Swanson, D. B. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1500016 · Cited by 330
Lomis, K. D., Amiel, J. M., Ryan, M. S., Esposito, K. F., Green, M., Stagnaro‐Green, A., Bull, J., & Mejicano, G. C. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001543 · Cited by 242
Schellekens, L. H., Bok, H. G. J., de Jong, L. H., van der Schaaf, M. F., Kremer, W. D. J., & van der Vleuten, C. P. M. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.101094 · Cited by 229
The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?
Sargeant, J., Lockyer, J. M., Mann, K., Armson, H., Warren, A., Zetkulic, M., Soklaridis, S., Könings, K. D., Ross, K., Silver, I., et al. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002131 · Cited by 148
Metadata
- Authors
- Van Der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Govaerts, M. J. B., & Heeneman, S.
- Affiliations
- Flinders University (AU)
- Maastricht University (NL)
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2014-11-20
- Volume
- 37
- Issue
- 7
- Pages
- 641-646
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W1738312775
- Cited by
- 333
- References
- 33
- Citations by year
- 2026: 32 · 2025: 21 · 2024: 29 · 2023: 42 · 2022: 26 · 2021: 47 · 2020: 33 · 2019: 32 · 2018: 30 · 2017: 22 · 2016: 10 · 2015: 5
- FWCI
- 12.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion)
- Research Publications (Maastricht University) (submittedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- programmatic assessment, assessment for learning, assessment design, feedback to learners, curriculum quality assurance, high-stakes decision making, information aggregation, student self-regulation, mentoring, constructivist learning, medical education
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