Abstract
Assessment has become a critical area of concern for medical education. It has been recognized by teachers as playing a central role in determining what and how students learn. At the same time the quality of assessment procedures has come under increasing scrutiny not just by the medical profession, but by students, licensing authorities, government bodies, the legal profession, and the community. Long held assumptions have been challenged as traditional forms of assessment frequently have been found to provide less valid and reliable measures than had been assumed. A new level of professionalism is emerging in relation to test development and administration founded upon an increasingly wide and robust research base.
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© 2002 Springer Science+Business Media Dordrecht
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Newble, D. (2002). Introduction. In: Norman, G.R., et al. International Handbook of Research in Medical Education. Springer International Handbooks of Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0462-6_24
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DOI: https://doi.org/10.1007/978-94-010-0462-6_24
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