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In this article, we outline criteria for good assessment that include: (1) validity or coherence, (2) reproducibility or consistency, (3) equivalence, (4) feasibility, (5) educational effect, (6) catalytic effect, and (7) acceptability. Many of the criteria have been described before and we continue to support their importance here. However, we place particular emphasis on the catalytic effect of the assessment, which is whether the assessment provides results and feedback in a fashion that creates, enhances, and supports education. These criteria do not apply equally well to all situations. Consequently, we discuss how the purpose of the test (summative versus formative) and the perspectives of stakeholders (examinees, patients, teachers-educational institutions, healthcare system, and regulators) influence the importance of the criteria. Finally, we offer a series of practice points as well as next steps that should be taken with the criteria. Specifically, we recommend that the criteria be expanded or modified to take account of: (1) the perspectives of patients and the public, (2) the intimate relationship between assessment, feedback, and continued learning, (3) systems of assessment, and (4) accreditation systems.

Item Type:	Refereed Conference Paper
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Medicine, nursing and health curriculum and pedagogy
Objective Division:	Health
Objective Group:	Evaluation of health and support services
Objective Field:	Health policy evaluation
UTAS Author:	Hays, RB (Professor Richard Hays)
ID Code:	95041
Year Published:	2011
Web of Science® Times Cited:	252
Deposited By:	Medicine
Deposited On:	2014-09-23
Last Modified:	2018-03-16
Downloads:	110 View Download Statistics