Evaluating assessment: the missing link?

Background Methods chosen for assessment and the manner in which they are a pplied are so intimately associated with how individuals learn that develop ing appropriate assessment strategies is a key part of effective curriculum development. The assessment cycle We describe a four-stage assessment cycle identifying important steps in assessment. Each step is described in detail, stressing its key aspects, including: the need for clear assessment policy and strate gy, the importance of assessment blueprints in planning assessment, the nee d for effective feedback when presenting results, and the essential, but of ten overlooked, need to evaluate the assessment process itself. Evaluating assessment This final evaluation stage is the most important par t of the assessment cycle and can be divided into four levels. The first le vel includes evaluating each question in the assessment, the second level i s concerned with establishing validity and reliability, the third level cen tres on the assessment process and review of assessments by external examin ers and the fourth level involves evaluation over several assessments. Relating assessment to the curriculum This long-term evaluation should exam ine whether existing assessments are congruent with the curriculum and rela te to all facets of the students' learning experiences. This is particularl y important in a curriculum where the learning outcomes of student-centred learning are emphasized. Changes in the assessment of postgraduate trainees and increasing emphasis on peer review of clinicians will raise the profil e of these outcomes in undergraduate education.