Difficult decisions for progress testing: how much and how often?
This article is primarily an opinion piece which aims to encourage debate and future research. There is little theoretical or practical research on how best to design progress tests. We propose that progress test designers should be clear about the primary purpose of their assessment. We provide some empirical evidence about reliability and cost based upon generalisability theory. We suggest that the future research is needed in the areas of educational impact and acceptability.
Peninsula College of Medicine and Dentistry, University of Plymouth, UK. chris.ricketts@pms.ac.uk
Chris
C
Ricketts
Adrian
A
Freeman
Giovanni
G
Pagliuca
Lee
L
Coombes
Julian
J
Archer
D003657:Decision Making; D004521:Educational Measurement; D008962:Models, Theoretical; D015203:Reproducibility of Results