Universität zu Köln

Karay, Yassin and Schauber, Stefan K. (2018). A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach. Med. Teach., 40 (11). S. 1123 - 1130. ABINGDON: TAYLOR & FRANCIS LTD. ISSN 1466-187X

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Abstract

Background: Progress testing is a longitudinal assessment that aims at tracking students' development of knowledge. This approach is used in many medical schools internationally. Although progress tests are longitudinal in nature, and their focus and use of developmental aspects is a key advantage, individual students' learning trajectories themselves play, to date, only a minor role in the use of the information obtained through progress testing. Methods: We investigate in how far between-person differences in initial levels of performance and within-person rate of growth can be regarded as distinct components of students' development and analyze the extent to which these two components are related to performances on national licensing examinations using a latent growth curve model. Results: Both, higher initial levels of performances and steepness of growth are positively related to long-term outcomes as measured by performance on national licensing examinations. We interpret these findings as evidence for progress tests' suitability to monitor students' growth of knowledge across the course of medical training. Conclusions: This study indicates that individual development as obtained by formative progress tests is related to performance in high-stakes assessments. Future studies may put more focus on the use of between-persons differences in growth of knowledge.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Karay, Yassin UNSPECIFIED UNSPECIFIED UNSPECIFIED Schauber, Stefan K. UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-166077
DOI:	10.1080/0142159X.2018.1472370
Journal or Publication Title:	Med. Teach.
Volume:	40
Number:	11
Page Range:	S. 1123 - 1130
Date:	2018
Publisher:	TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1466-187X
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language VALUE-ADDED MODELS; MISSING DATA; EDUCATION; CURRICULUM; KNOWLEDGE; MEDICINE; FEEDBACK Multiple languages Education, Scientific Disciplines; Health Care Sciences & Services Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/16607