title: Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment.
abstract: BACKGROUND
  Progress tests (PT) are used to assess students on topics from all medical disciplines. Progress testing is usually one of the assessment methods of the cognitive domain. There is limited knowledge on how positioning of the PT in a program of assessment (PoA) influences students' PT scores, use of PT feedback and perceived learning value.
  
  
  METHODS
  We compared PT total scores and use of a PT test feedback (ProF) system in two medical courses, where the PT is either used as a summative assessment or embedded in a comprehensive PoA and used formatively. In addition, an interview study was used to explore the students' perception on use of PT feedback and perceived learning value.
  
  
  RESULTS
  PT total scores were higher, with considerable effect sizes (ESs) and students made more use of ProF when the PT was embedded in a comprehensive PoA. Analysis of feedback in the portfolio stimulated students to look for patterns in PT results, link the PT to other assessment results, follow-up on learning objectives, and integrate the PT in their learning for the entire PoA.
  
  
  CONCLUSIONS
  Embedding the PT in an assessment program designed according to the principles of programmatic assessment positively affects PT total scores, use of PT feedback, and perceived learning value.
authors.affiliation: a Department of Pathology , Maastricht University , Maastricht , The Netherlands.|c School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands.
authors.forename: Sylvia
authors.initials: S
authors.lastname: Heeneman
authors.affiliation: b Department of Educational Development and Research , Maastricht University , Maastricht , The Netherlands.|c School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands.
authors.forename: Suzanne
authors.initials: S
authors.lastname: Schut
authors.affiliation: b Department of Educational Development and Research , Maastricht University , Maastricht , The Netherlands.|c School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands.
authors.forename: Jeroen
authors.initials: J
authors.lastname: Donkers
authors.affiliation: b Department of Educational Development and Research , Maastricht University , Maastricht , The Netherlands.|c School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands.
authors.forename: Cees
authors.initials: C
authors.lastname: van der Vleuten
authors.affiliation: b Department of Educational Development and Research , Maastricht University , Maastricht , The Netherlands.|c School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands.
authors.forename: Arno
authors.initials: A
authors.lastname: Muijtjens
mesh_terms: D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D000068156:Formative Feedback; D006801:Humans; D020407:Internet; D007858:Learning; D010465:Perception; D015397:Program Evaluation