Cumulative achievement testing: progress testing in reverse.
This collaborative project between the National Board of Medical Examiners (NBME) and Case Western Reserve University (CWRU) School of Medicine explored the design and use of cumulative achievement tests in basic science education. In cumulative achievement testing, integrative end-of-unit tests are deliberately constructed to systematically retest topics covered in previous units as well as material from the just-completed unit. CWRU faculty developed and administered a series of six web-based cumulative achievement tests using retired United States Medical Licensing Examination (USMLE) step 1 test material and tools provided by NBME's Customized Assessment Services, and trends in student performance were examined as the new CWRU basic science curriculum unfolded. This article provides the background information about test design and administration, as well as samples of score reporting information for students and faculty. While firm conclusions about the effectiveness of cumulative achievement testing are not warranted after a pilot test at a single school, preliminary results suggest that cumulative achievement testing may be an effective complement to progress testing, with the former used to encourage retention of already-covered material and the latter used to assess growth toward the knowledge and skills expected of a graduating student.
Swanson
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National Board of Medical Examiners, Philadelphia, PA 19104-3102, USA. dswanson@nbme.org
Holtzman
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Butler
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D002983:Clinical Competence / Q000592:standards; D003299:Cooperative Behavior; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D006801:Humans; D008007:Licensure, Medical; D016730:Program Development; D014481:United States