Publicaties

Publicaties op het domein van voortgangstoetsing:
  • Aarts R, Steidel K, Manuel BAF, Driessen EW. 2010. Progress testing in resource-poor countries: A case from Mozambique. Med Teach 32:461-463.
  • Accreditation Council for Graduate Medical Education. 2012. Retrieved 24 January, 2012. Available from http://www.acgme.org/acWebsite/home/home.asp.
  • Al Alwan, I, Al-Moamary, M, Al-Attas, N, Al Kushi, A, ALBanyan, E, Zamakhshary, M, Al Kadri, HMF, Tamim, H, Magzoub, M, Hajeer, A et al., 2011. The progress test as a diagnostic tool for a new PBL curriculum. Educ Health. 24:493. Epub.
  • Albano MG, Cavallo F, Hoogenboom R, Magni F, Majoor G, Manenti F, Schuwirth L, Stiegler I, van der Vleuten C. 1996. An international comparison of knowledge levels of medical students: The Maastricht progress test. Med Educ 30:239-245.
  • Alnabhan M. 2002. An empirical investigation of the effects of three methods of handling guessing and risk taking on the psychometric properties of a test. Soc Behavior Personality 30:645-252.
  • American Educational Research Association, American Psychological Association & National Council on Measurement in Education. 1999. Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • Bandaranayake RJ. 2008. Setting and maintaining standards in multiple choice examinations: AMEE Guide No. 37. Med Teach 30:836-845.
  • Basu S, Roberts C, Newble DI, Snaith M. 2004. Competence in the musculoskeletal system: Assessing the progression of knowledge through an undergraduate medical course. Med Educ 38:1253-1260.
  • Bennett J, Freeman A, Coombes L, Kay L, Ricketts C. 2010. Adaptation of medical progress testing to a dental setting. Med Teach 32:500-502.
  • Boshuizen HPA, van der Vleuten CPM, Schmidt H, Machiels-Bongaerts M. 1997. Measuring knowledge and clinical reasoning skills in a problem based curriculum. Med Educ 31:115-121.
  • Bridge PD, Musial J, Frank R, Roe T, Sawilowsky S. 2003. Measurement practices: Methods for developing content-valid student examinations. Med Teach 25:414-421.
  • Burton RF. 2002. Misinformation, partial knowledge and guessing in true/ false tests. Med Educ 36:805-811.
  • Butler AC. 2010. Repeated testing produces superior transfer of learning relative to repeated studying. J Experiment Psychol: Learning, Memory Cognit 36: 1118-1133.
  • Carpenter SK, Pashler H, Wixted JT, Vul E. 2008. The effects of tests on learning and forgetting. Memory Cognit 36:438-448.
  • Case SM, Swanson DB. 2002. Constructing written test questions for the basic and clinical sciences. Philadelphia, PA: National Boad of Medical Examiners.
  • Coderre S, Woloschuk W, McLaughlin K. 2009. Twelve tips for blueprinting. Med Teach 31:322-324.
  • Coombes L, Ricketts C, Freeman A, Stratford J. 2010. Beyond assessment: Feedback for individuals and institutions based on the progress test. Med Teach 32:486-490.
  • Danish KF, Khan RA. 2010. Role of effective feedback in multiple choice questons (MCQs) designing for faculty development. J Rawalpindi Med Coll 14:98-100.
  • De Champlain A, Cuddy MM, Scoles PV, Brown M, Swanson DB, Holtzman K, Butler A. 2010. Progress testing in clinical science education: Results of a pilot project between the National Board of Medical Examiners and a US medical School. Med Teach 32:503-508.
  • Dijksterhuis MGK, Scheele F, Schuwirth LWT, Essed GGM, Nijhuis JG. 2009. Progress testing in postgraduate medical education. Med Teach 31:e464-e468.
  • Downing SM. 2002. Threats to the validity of locally developed multiple-choice tests in medical education: Construct-irrelevant variance and construct underrepresentation. Adv Health Sci Educ 7:235-241.
  • Downing SM. 2003. Guessing on selected-response examinations. Med Educ 37:670-671.
  • Downing SM. 2005. The effects of violating standard item writing principles on tests and students: The consequences of using flawed test items on achievement examinations in medical education. Adv Health Sci Educ 10:133-143.
  • Downing SM, Tekian A, Yudkowsky R. 2006. Procedures for establishing defensible absolute passing scores on performance examinations in health professions education. Teach Learn Med 18:50-57.
  • Espinoza MP, Gardeazabal J. 2010. Optimal correction for guessing in multiple-choice tests. J Math Psychol 54:415-425.
  • Finucane P, Flannery D, Keane D, Norman G. 2010. Cross-institutional progress testing: Feasibility and value to a new medical school. Med Educ 44:184-186.
  • Frank, JR (Ed.) 2005. The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better Care., Ottawa, The Royal College of Physicians and Surgeons of Canada.
  • Freeman A, Nicholls A, Ricketts C, Coombes L. 2010a. Can we share quesitons? Performance of questions from different question banks in a single medical school. Med Teach 32:464-466.
  • Freeman A, Ricketts C. 2010. Choosing and designing knowledge assessments: Experience at a new medical school. Med Teach 32:578-581.
  • Freeman A, van der Vleuten C, Nouns Z, Ricketts C. 2010b. Progress testing internationally. Med Teach 32:451-455.
  • General Medical Council. 2009. Good medical practice. Retrieved 24 January 2012.Available from http://www.gmc-uk.org/ static/documents/content/GMP_0910.pdf
  • Haladyna TM, Downing SM. 1989a. A taxonomy of multiple-choice itemwriting rules. Appl Meas Educ 2:37-50.
  • Haladyna TM, Downing SM. 1989b. Validity of a taxonomy of multiplechoice item-writing rules. Appl Meas Educ 2:51-78.
  • Haladyna TM, Downing SM, Rodriquez MC. 2002. A review of multiplechoice item-writing guidelines for classroom assessment. Appl Meas Educ 15:309-334.
  • Holsgrove G, Elzubeir M. 1998. Imprecise terms in UK medical multiplechoice questions: What examiners think they mean. Med Educ 32:343-350.
  • International Foundations of Medicine 2011. Retrieved 20 July 2011. Available from http://www.nbme.org/Schools/iFoM/index.html
  • International Partnership for Progress Testing 2011. Retrieved 18 July 2011. Available from http://ipptx.org/
  • Jozefowicz RF, Koeppen BM, Case S, Galbraith R, Swanson DB, Glew RH. 2002. The quality of in-house medical school examinations. Acad Med 77:156-161.
  • Kerfoot BP, Shaffer K, McMahon GT, Baker H, Kirdar J, Kanter S, Corbett EC, Berkow R, Krupat E, Armstrong EG. 2011. Online spaced education progress-testing” of students to confront two upcoming challenges to medical schools. Acad Med 86:300-306.
  • Koens F, Rademakers JDJ, Ten Cate TJ. 2005. Validation of core medica knowledge by postgraduates and specialists. Med Educ 39:911-917.
  • Larsen DP, Butler AC, Roediger HL. 2009. Repeated testing improves lngterm retention relative to repeated study: A randomised controlled trial. Medical Education :43, 1174-1181.
  • Malau-Aduli BS, Zimitat C. 2011. Peer review improves the quality of MCQ examinations. Assess Eval Higher Educ, DOI:10.1080/02602938.2011.586991.
  • Mardiastuti HW, Werdhani RA. 2011. Grade point average, progress test, and try outs’s test as tools for curriculum evaluation and graduates’ performance prediciton at the national baord examination. J Med Med Sci 2:1302-1305.
  • McCrorie P, Boursicot AM. 2009. Variations. in medical school graduating examinations in the United Kingdom: Are clinical competence standards comparable? Med Teach 31:223-229.
  • McHarg J, Bradley P, Chamberlain S, Ricketts C, Searle J, McLachlan JC. 2005. Assessment of progress tests. Med Educ 39:221-227.
  • McLaughlin K, Lemaire J, Coderre S. 2005. Creating a reliable and valid blueprint for the internal medicine clerkship evaluation. Med Teach 27:544-547.
  • Muijtjens AMM, Hoogenboom RJI, Verwijnen GM, van der Vleuten CPM. 1998. Relative or absolute standards in assessing medical knowledge using progress tests. Adv Health Sci Educ 3:81-87.
  • Muijtjens AMM, Schuwirth LWT, Cohen-Schotanus J, van der Vleuten CPM. 2007. Origin bias of test items compromises the validity and fairness of curriculum comparisons. Med Educ 41:1217-1223.
  • Muijtjens AMM, Schuwirth LWT, Cohen-Schotanus J, van der Vleuten CPM. 2008. Differences in knowledge development exposed by multicurricular progress test data. Adv Health Sci Educ 13:593-605.
  • Muijtjens AMM, Timmermans I, Donkers J, Peperkamp R, Medema H, Cohen-Schotanus J, Thoben A, Wenink ACG, van der Vleuten CPM. 2010. Flexible electronic feedback using the virtues of progress testing. Med Teach 32:491-495.
  • Muijtjens AMM, van Mameren H, Hoogenboom RJI, Evers JLH, van der Vleuten CPM. 1999. The effect of a ‘don’t know’ option on test scores:Number-right and formula scoring compared. Med Educ 33:267-275.
  • Muijtjens AMM, Wijnen W. 2010. Progress testing.. In: Van Berkel H, Scherpbier A, Hillen H, Van Der Vleuten C, editors. Lessons from problem-based learning. Oxford: Oxford University Press.
  • Munro N, Rughani A, Foukles J, Wilson A, Neighbour R. 2000. Assessing validity in written tests of general practice – Exploration by factor analysis of candidate response patterns to Paper 1 of the MRCGP examination. Med Educ 34:35-41.
  • Naeem N, van der Vleuten C, Alfaris EA. 2011. Faculty development on item writing substantially improves item quality. Adv Health Sci Educ , DOI 10.1007/s10459-011-9315-2.
  • Norman G, Neville A, Blake J, Mueller B. 2010. Assessment steers learning down the right road: Impact of progress testing on licensing examination performance. Med Teach 32:496-499.
  • Nouns ZM, Georg W. 2010. Progress testing in German speaking countries. Med Teach 32:467-470.
  • Prideaux D, Gordon J. 2002. Can global co-operation enhance quality in medical education? Some lessons from an international assessment consortium in medical education. Med Educ 36:404-405.
  • Rademakers J, Ten Cate TJ, Bar PR. 2005. Progress testing with short answer questions. Med Teach 27:578-582.
  • Ricketts C, Freeman A, Pagliuga G, Coombes L, Archer J. 2010. Difficult decisions for progress testing: How much and how often? Med Teach 32:513-515.
  • Ricketts C, Freeman AC, Coombes LR. 2009. Standard setting for progress tests: Combining external and internal standards. Med Educ 43:589-593.
  • Ricketts C, Moyeed R. 2011. Improving progress test score estimation using Bayesian statistics. Med Educ 45:570-577.
  • Roediger HL, Butler AC. 2010. The critical role of retrieval practice in longterm retention. Trends Cognit Sci 15:20-27.
  • Roediger HL, Karpicke JD. 2006. Test-enhanced learning: Taking memory tests improves long-term retention. Psychol Sci 17:249-255.
  • Roex A, Degryse J. 2004. A computerized adaptive knowledge test as an assessment tool in general practice: A pilot study. Med Teach 26:178-183.
  • Sales D, Sturrock A, Boursicot K, Dacre J. 2010. Blueprinting for clinical performance deficiencies – Lessons and principles from the General Medical Council’s fitness to practise procedures. Med Teach 32:e111-e114.
  • Schaap L, Schmidt H, Verkoeijen PJL. 2011. Assessing knowledge growth in a psychology curriculum: Which students improve most? Assess Eval Higher Educ :1-13.
  • Scharf EM, Baldwin LP. 2007. Assessing multiple choice question (MCQ) tests – A mathematical perspective. Active Learn Higher Educ 8:31-47.
  • Schauber S, Nouns ZB. 2010. Using the cumulative deviation method for cross-institutional benchmarking in the Berlin progress test. Med Teach 32:471-475.
  • Schuwirth L. 2007. The need for national licencing examinations. Med Educ 41:1022-1023.
  • Schuwirth L, Bosman G, Henning RH, Rinkel R, Wenink ACG. 2010. Collaboration on progress testing in medical schools in the Netherlands. Med Teach 32:476-479.
  • Stagnaro-Green AS, Downing SM. 2006. Use of flawed multiple-choice items by the New England Journal of Medicine for continuing medical education. Med Teach 28:566-568.
  • Swanson DB, Holtzman KZ, Butler A, Langer MM, Nelson MV, Chow JWM, Fuller R, Patterson JA, Boohan M, Committee M-SPT. 2010.
  • Collaboration across the pond: The multi-school progress testing project. Med Teach 32:480-485.
  • Tarrant M, Knierim A, Hayes SK, Ware J. 2006. The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments. Nurse Educ Today 26:662-671.
  • Tarrant M, Ware J. 2008. Impact of item-writing flaws in multiple-choice questions on student achievement in high-stakes nursing assessments. Med Educ 42:198-206.
  • Tombleson P, Fox RA, Dacre JA. 2000. Defining the content for the objective structured clinical examination component of the Professional and Linguistic Assessment Board examination: Development of a blueprint. Med Educ 34:566-572.
  • Tweed M, Wilkinson T. 2009. A randomized controlled trial comparing instructions regarding unsafe response options in a MCQ examination. Med Teach 31:51-54.
  • van der Veken J, Valcke M, De Maeseneer J, Schuwirth L, Derese A. 2009. Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum. Med Educ 43:704-713.
  • van der Vleuten CPM, Schuwirth LWT, Muijtjens AMM, Thoben AJNM, Cohen-Schotanus J, van Boven CPA. 2004. Cross institutional collaboration in assessment: A case on progress testing. Med Teach 26:719-725.
  • van der Vleuten CPM, Verwijnen GM, Wijnen WHFW. 1996. Fifteen years of experience with progress testing in a problem-based learning curriculum. Med Teach 18:103-109.
  • van Diest R, van Dalen J, Bak M, Schruers K, van der Vleuten C, Muijtjens AMM, Scherpbier A. 2004. Growth of knowledge in psychiatry and behavioural sciences in a probelm-based learning curriculum. Med Educ 38:1295-1301.
  • van Herwaarden, CLA, Laan, RFJM, Leunissen, RRM 2009. Raamplan artsopleiding 2009. In: Centra, Nfvum (Ed.
  • Vantini I, Benini L. 2008. Models of learning, training and progress evaluation of medical students. Clin Chim Acta 393:13-16.
  • Verhoeven BH, Snellen-Balendong HAM, Hay IT, Boon JM, Van Der Linde MJ, Blitz-Lindeque JJ, Hoogenboom RJI, Verwijnen GM, Wijnen WHFW, Scherpbier AJJA, et al. 2005. The. versatility of progress testing assessed in an international context: A start fro benchmarking global standardization? Med Teach 27:514-520.
  • Verhoeven BH, Van der Steeg AFW, Scherpbier AJJA, Muijtjens AMM, Verwijnen GM, van der Vleuten CPM. 1999. Reliability and credibility of an Angoff standard setting procedure in progress testing using recent graduates as judges. Med Educ 33:832-837.
  • Verhoeven BH, Verwijnen GM, Muijtjens AMM, Scherpbier AJJA, van der Vleuten CPM. 2002a. Panel expertise for an Angoff standard setting procedure in progress testing: Item writers compared to recently graduated students. Med Educ 36:860-867.
  • Verhoeven BH, Verwijnen GM, Scherpbier AJJA, van der Vleuten CPM. 2002b. Growth of medical knowledge. Med Educ 36:711-717.
  • Wade L, Harrison C, Hollands J, Mattick K, Ricketts C, Wass L. 2011. Student perceptions of the prgores test in two settings and the implications for test deployment. Adv Health Sci Educ 01 November 2011 ed., Springer.
  • Wallach PM, Crespo LM, Holtzman KZ, Galbraith RM, Swanson DB. 2006. Use of a committee review process to improve the quality of course examinations. Adv Health Sci Educ 11:61-68.
  • Ware J, Torstein VK. 2009. Quality assurance of item writing: During the introduction of multiple choice questions in medicine for high stakes examinations. Med Teach 31:238-243.
  • World Federation for Medical Examinaton. 2003. Basic medical education. Copenhagen: WFME Global Standards for Quality Improvement.
  • Wrigley W,van der Vleuten C, Freeman A,  Muijtjens A. 2012. A systemic framework for the progress test: Strenghts, constraints and issues: AMEE Guide No. 71. Med Teach 34: 683-697
  • Zimmerman DW, Williams RH. 2003. A new look at the influence of guessing on the reliability of multiple-choice tests. Appl Psychol Meas 27:357-371.

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