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Evidence for validity within workplace assessment: the Longitudinal Evaluation of Performance (LEP)
Article first published online: 20 FEB 2008
DOI: 10.1111/j.1365-2923.2007.02965.x
© Blackwell Publishing Ltd 2008
Additional Information
How to Cite
Prescott-Clements, L., Van Der Vleuten, C. P. M., Schuwirth, L. W. T., Hurst, Y. and Rennie, J. S. (2008), Evidence for validity within workplace assessment: the Longitudinal Evaluation of Performance (LEP). Medical Education, 42: 488–495. doi: 10.1111/j.1365-2923.2007.02965.x
Publication History
- Issue published online: 16 MAR 2008
- Article first published online: 20 FEB 2008
- Received 29 May 2006; editorial comments to authors 23 January 2007, 25 July 2007; accepted for publication 19 September 2007
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Keywords:
- validation studies [publication type];
- education, dental, graduate/*methods;
- clinical competence/*standards;
- Scotland;
- feasibility studies;
- feedback
Objective The drive towards valid and reliable assessment methods for health professions’ training is becoming increasingly focused towards authentic models of workplace performance assessment. This study investigates the validity of such a method, longitudinal evaluation of performance (LEP), which has been implemented in the assessment of postgraduate dental trainees in Scotland. Although it is similar in format to the mini-CEX (mini clinical evaluation exercise) and other tools that use global ratings for assessing performance in the workplace, a number of differences exist in the way in which the LEP has been implemented. These include the use of a reference point for evaluators’ judgement that represents the standard expected upon completion of the training, flexibility, a greater range of cases assessed and the use of frequency scores within feedback to identify trainees’ progress over time.
Methods A range of qualitative and quantitative data were collected and analysed from 2 consecutive cohorts of trainees in Scotland (2002–03 and 2003–04).
Results There is rich evidence supporting the validity, educational impact and feasibility of the LEP. In particular, a great deal of support was given by trainers for the use of a fixed reference point for judgements, despite initial concerns that this might be demotivating to trainees. Trainers were highly positive about this approach and considered it useful in identifying trainees’ progress and helping to drive learning.
Conclusions The LEP has been successful in combining a strong formative approach to continuous assessment with the collection of evidence on performance within the workplace that (alongside other tools within an assessment system) can contribute towards a summative decision regarding competence.