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. 2016 Feb;5(1):51-5.
doi: 10.1007/s40037-015-0237-1.

The progress test of medicine: the Dutch experience

René A Tio  1 , Bert Schutte  2 , Ariadne A Meiboom  3 , Janke Greidanus  4 , Eline A Dubois  5 , Andre J A Bremers  6 ; Dutch Working Group of the Interuniversity Progress Test of Medicine
Affiliations

The progress test of medicine: the Dutch experience

René A Tio et al. Perspect Med Educ. 2016 Feb.

Abstract

Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three months. The annual progress exam is not a single test. It consists of a series of 4 tests per annum which are summative in the end. The current situation with emphasis on the formative and summative aspects will be discussed. The reader will get insight into the way progress testing can be used as feedback for students and schools.

Keywords: Benchmarking; Formative assessment; Progress test; Summative assessment.

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Figures

Fig. 1
Fig. 1
The PROgress test Feedback system (PROF). Longitudinal results of an individual student. The scores of an individual student after 20 test moments are shown. The green line represents the results of the student on the previous tests. The red, blue and yellow shaded areas represent the areas for fail, pass, and good scores. The blue line indicates the upper and lower limits of the likely future development in this student.
Fig. 2
Fig. 2
The PROgress test Feedback system (PROF). Scores of a student per category. The scores of a student on a test are shown per category. The green dots as well as the numbers without #, represent the actual scores. The red, blue and yellow shaded areas represent the areas for insufficient, sufficient, and good. The numbers with a # indicate the numbers of question per category.
See this image and copyright information in PMC

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