==== Assessment ===

Source:
Assessing Learners. Valerie Wass & Julian Archer. in Medical Education: Theory and Practice.

=== A Fundamental Truth === 
"Assessment drives learning", BUT 
"Examinations drive learning too narrowly towards the licensing test. Training towards minimum competency can conflict with the overriding commitment to education and lifelong learning."


=== Competence vs Excellence ===
  - consider [[pp:fitts-posner|Fitts and Posner]]
  - In aiming for competency, "The aim to 'do better' may be lost" 
  - end point assessment –> development {consider Bloom's Taxonomy ?}

  - Novice to expert

=== Formative vs Summative Assessments (not necessarily dichotomous) ===
    - Limitations of summative approach - narrow
    - Faculty do both SBS –> different power relations

=== Validity and Reliability ===
    - Validity - has it measured what it is supposed to measure?
    - Typical facets vs 'construct' v
    - Reliability - prerequirement for validity 
      - Different measurements - internal consistency; classical test theory, generalizability theory

See also:
  - http://www.howardisms.com/wp-content/uploads/2018/05/output_1526060205.htm
  - [[jnl:darzi2001]]