Criterion-based assessment in a norm-based world

How can we move past grades?

Anne G. Pereira, Majka Woods, Andrew P.J. Olson, Suzanne Van Den Hoogenhof, Briar L. Duffy, Robert Englander

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

In the United States, the medical education community has begun a shift from the Flexnerian time-based model to a competency-based medical education model. The graduate medical education (GME) community is substantially farther along in this transition than is the undergraduate medical education (UME) community. GME has largely adopted the use of competencies and their attendant milestones and increasingly is employing the framework of entrustable professional activities (EPAs) to assess trainee competence. The UME community faces several challenges to successfully navigating a similar transition. First is the reliance on norm-based reference standards in the UME-GME transition, comparing students' performance versus their peers' with grades, United States Medical Licensing Examination Step 1 and Step 2 score interpretation, and the structured Medical School Performance Evaluation, or dean's letter. Second is the reliance on proxy assessments rather than direct observation of learners. Third is the emphasis on summative rather than formative assessments. Educators have overcome a major barrier to change by establishing UME outcomes assessment criteria with the advent and general acceptance of the physician competency reference set and the Core EPAs for Entering Residency in UME. Now is the time for the hard work of developing assessments steeped in direct observation that can be accepted by learners and faculty across the educational continuum and can be shown to predict clinical performance in a much more meaningful way than the current measures of grades and examinations. The acceptance of such assessments will facilitate the UME transition toward competency-based medical education.

Original languageEnglish (US)
Pages (from-to)560-564
Number of pages5
JournalAcademic Medicine
Volume93
Issue number4
DOIs
StatePublished - Apr 1 2018

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education
graduate
community
acceptance
performance
assessment criteria
examination
trainee
physician
educator
interpretation
evaluation
school
student
time

ASJC Scopus subject areas

  • Education

Cite this

Pereira, A. G., Woods, M., Olson, A. P. J., Van Den Hoogenhof, S., Duffy, B. L., & Englander, R. (2018). Criterion-based assessment in a norm-based world: How can we move past grades? Academic Medicine, 93(4), 560-564. https://doi.org/10.1097/ACM.0000000000001939

Criterion-based assessment in a norm-based world : How can we move past grades? / Pereira, Anne G.; Woods, Majka; Olson, Andrew P.J.; Van Den Hoogenhof, Suzanne; Duffy, Briar L.; Englander, Robert.

In: Academic Medicine, Vol. 93, No. 4, 01.04.2018, p. 560-564.

Research output: Contribution to journalArticle

Pereira, AG, Woods, M, Olson, APJ, Van Den Hoogenhof, S, Duffy, BL & Englander, R 2018, 'Criterion-based assessment in a norm-based world: How can we move past grades?', Academic Medicine, vol. 93, no. 4, pp. 560-564. https://doi.org/10.1097/ACM.0000000000001939
Pereira AG, Woods M, Olson APJ, Van Den Hoogenhof S, Duffy BL, Englander R. Criterion-based assessment in a norm-based world: How can we move past grades? Academic Medicine. 2018 Apr 1;93(4):560-564. https://doi.org/10.1097/ACM.0000000000001939
Pereira, Anne G. ; Woods, Majka ; Olson, Andrew P.J. ; Van Den Hoogenhof, Suzanne ; Duffy, Briar L. ; Englander, Robert. / Criterion-based assessment in a norm-based world : How can we move past grades?. In: Academic Medicine. 2018 ; Vol. 93, No. 4. pp. 560-564.
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