Student assessment – general aspects

Abstract

Student assessment plays a central role in health professions education. Assessing means to obtain information that will assist decision-making. It is therefore important that assessment planning and execution take into account its multiple functions, including reinforcing learning (formative assessment). Student assessment should focus not only on knowledge learning but also on the acquisition of psychomotor and affective skills, as well as documenting student progress and development. Assessment planning should be oriented by learning objectives previously defined for each educational step, according to desired outcomes in terms of skills and competences. The choice of methods for assessment should be guided by “what” is intended to be assessed, and also by “why” the assessment is being carried out. Characteristics of methods that determine a good assessment include validity, reliability, feasibility, acceptability, educational impact and catalytic effect. In the current Brazilian educational scenario concerning the health professions education assessments are focused predominantly on cognitive aspects aiming at pass/fail decision-making (summative assessment), with some disregard for considering skills and attitudes and for formative assessment. Transforming and improving assessment procedures involve considering student needs and standpoints and fostering faculty development, which is the responsibility of different stakeholders, such as schools, health systems and regulatory bodies.