程序性评价历经萌芽、发展、定型和实践阶段,最终形成低利害评价—中期回顾—高利害决策的框架。程序性评价从教育设计角度出发,根据胜任力目标,将不同评价方式嵌入教育过程,并与教学紧密结合,实现以评促学和学评融合。程序性评价强调系统整合信息、持续纵向评价和利害关系连续体等理念,并采用测试强化学习、过度学习、分散学习、交错学习等方式,加速学习者个性化学习。我国医学教育者有必要认知、理解并应用程序性评价于临床教学,调整现有信息系统、教学常态,推动人工智能的应用,规避潜在的风险,以有效实施胜任力导向医学教育。
Programmatic assessment has undergone stages of emergence, evolution, entrenchment, and practical application, ultimately forming a framework of low-stakes assessment- intermediate review-high-stakes decision-making. From the perspective of educational design, programmatic assessment integrates various assessment methods into the educational process based on competency objectives, closely aligning assessment with teaching to achieve assessment for learning and assessment as learning. Programmatic assessment emphasizes concepts including systematic information integration, continuous longitudinal assessment, and the continuum of stakes, while adopting approaches like test-enhanced learning, overlearning, distributed learning, interleaved learning to accelerate personalized learning for learners. It is essential for medical educators in China to recognize, understand, and apply programmatic assessment in clinical education, adjust the existing information systems and regular teaching practices, promote the application of artificial intelligence, and avoid potential risks, thereby effectively implementing competency-based medical education.
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