Accepted Type
Oral
Code
OD2-3-1
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Graduate Student
Affiliation
Considered for Poster
yes
Title
Assessment For Learning: A better understanding for a better implementation
Length of Presentation
Background/Purpose
Researchers and educators often import concepts or approaches from educational and social sciences into health professions education (HPE). One example is "Assessment for Learning (AFL)" which is gaining popularity with the widespread implementation of Competency-based Medical Education. However, when importing a concept in a new discipline, there is always a risk of altering its conceptualization. Our aim was to document how AFL has been conceptualized and operationalized in HPE research and practice.
Methods
We conducted a scoping study informed by Arksey and O'Malley's methodology. Two team members screened all the abstracts and extracted numerical (e.g. year of publication, country) and qualitative data (e.g. AFL definition, conceptualization) based on a pre-defined set of extraction categories. Descriptive analyses were conducted for numerical data, and thematic analysis was conducted on qualitative data.
Results
The search strategy, applied to six databases, yielded 5239 articles. Only 123 articles met our inclusion criteria for full-text review, with 71 articles confounding AFL and formative assessment. Of the 52 remaining articles, most provided a definition of AFL (n=43), however, these definitions varied greatly across articles. Theoretical frameworks underpinning the use of AFL were present in only 15 articles.
Conclusion
Our results highlight a variety in conceptualizations of AFL. When we compare the broader literature on assessment in higher education, we realize that some elements of AFL may have been transformed during its operationalization. Consequently, operationalisations of AFL in HPE are greatly disparate and may not be sufficiently aligned with the original intended underpinnings to achieve its full potential.
Keyword 1
Assessment for learning
Keyword 2
Scoping review
Keyword 3
Health professions education
Level of Training
Undergraduate
Abstract Themes
Assessment
Assessment
- Formative
- General
- Self assessment
- Competency-based assessment
Additional Theme (First choice)
Assessment
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Elise Vachon Lachiver
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
