![]() 11 However, researchers have reported a mismatch between the designers’ intentions to develop low‐stakes assessments to stimulate and optimise learning, and learners’ perceptions of these assessments as high stakes and summative. Lowering the stakes of the individual assessment is supposed to optimise and benefit the learning potential of programmatic assessment, and provide learners with a continuous flow of information about their performance. is low stakes) but the consequences of the evaluation of the aggregated assessments can be substantial when they are used for a decision about, for instance, graduation or promotion (i.e. 7 Each individual assessment itself has limited consequences for the learner (i.e. One of the important concepts within programmatic assessment is that assessment is proposed as a continuum with a proportional relationship between what is at stake and the number of individual assessments. ![]() ![]() 4, 5, 10 There is an urgent need for empirical verification of the principles and concepts underlying the theoretical model of programmatic assessment. 7 A growing body of evidence to support the value of programmatic assessment is emerging, and although research shows the first positive results that this assessment approach might be beneficial for supporting the development of self‐regulated learning, 5, 8, 9 implementing this approach is a challenge and many of the principles are still uncertain in practice. 4, 5, 6 Programmatic assessment can be used as a framework when designing assessment programmes that are aimed at optimising both the learning and the decision‐making function of assessment. 1, 2, 3 This approach is used in various medical school programmes around the world, ranging from undergraduate to postgraduate. Programmatic assessment as a new approach to assessment is emerging rapidly within medical education.
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