Abstract
Introduction:
The Progress Test (PT) is a longitudinal assessment modality composed of multiple-choice questions and allows the assessment of the student with individual feedback and the analysis of the institutional teaching-learning process. The present study aims at reporting the experience of using the progress test as a management and learning tool in the implementation of a medical course with an integrated curriculum based on active methodologies.
Experience report:
Since 2014, a medical school in a capital of the country uses the PT as an assessment tool to stimulate student autonomy, based on their longitudinal performance, allowing the teacher to reflect on and take the appropriate actions aimed at the teaching and learning process and providing significant elements for institutional decision-making related to curricular adequacy and course implementation. Using several strategies, such as the formation of a student and course evaluation committee (CAEC), workshops with teachers and students and inter-institutional consortia, the actors that make up the course reflect on their role in consolidating knowledge for the future medical professional and engage in this process at different times and in different ways.
Discussion:
The progress test is a tool with potentials and limits that must consider the safety, reliability and validity of the evaluation, using qualifying strategies, including the virtual environment. The PT enables the students, the faculty and the course self-determination and self-improvement by establishing comparisons between longitudinal performance averages of students at different stages of learning and institutions.
Conclusion:
The experience demonstrated the importance of the PT as an evaluation tool, brought advantages and benefits in the course implementation and guidance on interventions aimed at improving the teaching-learning process.
Keywords:
Educational Evaluation; Learning; Knowledge Acquisition