Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis

Fundamental challenges exist in researching complex changes of assessment practice from traditional objective‐focused ‘assessments of learning’ towards programmatic ‘assessment for learning’. The latter emphasise both the subjective and social in collective judgements of student progress. Our context was a purposively designed programmatic assessment system implemented in the first year of a new graduate entry curriculum. We applied critical realist perspectives to unpack the underlying causes (mechanisms) that explained student experiences of programmatic assessment, to optimise assessment practice for future iterations.

• Publication year

  2022

• Venue

  Medical Education

• Publication date

  2022-04-07

• Fields of study

  Medicine, Education

• Identifiers
  DOI 10.1111/medu.14807PMID 35393668PMCID 9542097
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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