Assessment for growth: fostering student learning through assessment innovations in medical education

Abstract

Assessment serves not only to measure knowledge but also to stimulate student learning. This dissertation investigates three innovations that can advance assessment practices in medical education: a novel question format, adaptive testing, and the use of feedback.

First, the very short answer question (VSAQ) requires students to construct brief responses rather than choose from multiple-choice options. VSAQs demonstrate greater reliability, reduce the influence of guessing, and provide a more accurate representation of students’ actual knowledge. They also enable early identification of learners in need of additional support or greater challenge.

Second, the computer-adaptive progress test (CAT) tailors item difficulty to each student’s proficiency level. This method improves efficiency and measurement precision while offering students across different study years a more equitable view of their knowledge development.

Finally, the dissertation examines how students engage with feedback. Although feedback holds strong potential to enhance learning, its impact is often limited when not linked to study credits. Clear guidance, timely delivery, and structured support are essential for its effective use. Overall, these findings illustrate how assessment can evolve from a mere measurement instrument into a powerful driver of learning, fostering fairer evaluations and the development of competent physicians.