Friday 8 November - Workshop Sessions I (EBMA)
13:15-15:00, Room: 01.19, Ground Floor 

Programmatic assessment: intermediate stake evaluations as the stepping stone for fair assessment?

* Greetje Sagasser, Geurt Essers
* Corresponding author: Greetje Sagasser, Network of GP Specialty Training Institutes, The Netherlands,

Programmatic assessment aims to provide fair assessments based on multiple and varied data that are gathered over a longer period. In the concept of programmatic assessment, three types of evaluations are identified that vary in weight. ‘Low stake evaluations’ are connected to single data points in which the learner can show mastery of parts of competencies. These single data points are aimed at providing as much feedback as possible to the learner and being maximally meaningful for learning. ‘High stake evaluations’ concern the overall competency development of a learner. These evaluations are aimed at the learner’s progress and have major consequences (e.g. proceed to a next phase).

In order to evaluate the learner’s progress (for both learner and teacher), ‘intermediate stake evaluations’ are scheduled. Literature on the rules, roles and processes for these evaluations is scarce. As intermediate stake evaluations play a vital role in the assessment process, they need to be clarified. In the workshop we present an example of how intermediate stake evaluations are used in medical education. Thought-provoking questions on how to organize this ‘intermediate process’ in programmatic assessment in several contexts are the core of this workshop. 

The aim of this workshop is to generate a shared advice on the goal and application of ‘intermediate stake evaluation’ processes in programmatic assessment. 

1. Van der Vleuten CPM et at.2012. A model for programmatic assessment fit for purpose. Medical Teacher,34:205-214. 
2. Meeuwissen SNE et al.2019. Multiple-role mentoring: mentors’ conceptualisations, enactments and role conflicts. Medical Education,doi:10.1111/medu.13811

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