Article
Standardized and non-standardized Assessment and their Contribution to Programs of Assessment
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Authors
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Sören Huwendiek
- University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
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Nadia Bajwa
- University of Geneva, Faculty of Medicine, Unit of Development and Research in Medical Education, Geneva, Switzerland
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Christoph Berendonk
- University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
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Raphael Bonvin
- University of Fribourg, Section of Medicine, Fribourg, Switzerland
| Published: | July 30, 2024 |
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Outline
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Background: Standardized assessments are widely used in undergraduate and postgraduate health professions education for different purposes. Such exams (e.g. OSCEs, MCQs) are able to evaluate the quality and competency of trainees. Recently, there has been a shift of attention to rather less standardized assessments like workplace-based assessments (WBA), which are often seen as more realistic. Sometimes in the ongoing discussions, the focus is more on the disadvantages of standardized exams and the benefits of non-standardized assessments (e.g. WBA), while ignoring the other sides of the coin.
In this symposium, we will present a balanced view on both the advantages and disadvantages of both, non-standardized and standardized assessment, and will propose an approach of embracing both (taking the best of both worlds) for the sake of our learners and for the sake of our societies.
Why the topic is important: The perceived imbalance in the current discussion of the above approaches to assessment risks failing to realize the full potential of a truly comprehensive system of assessment. This could be a detriment to learners, educational authorities, and our societies.
Format including plans to engage participants:
- Short introduction to the topic and speakers.
- Participant engagement using interactive mobile questions (e.g. mentimeter) on prior knowledge and opinions of the audience.
- Short lectures by the speakers on the different topics.
- Participant involvement by buzz groups and/or group work at the tables.
- Solicitation of contributions by the audience/tables to the plenary.
- Summary and closure of the symposium by the speakers.
Take-home message: Both non-standardized and standardized assessments offer different benefits and drawbacks and should be integrated in a way that maximizes their positive effects.
