A lecture on programmatic assessment can be found here. Below are some publications.
Programmatic assessment: from assessment of learning to assessment for learning.
LWT Schuwirth, CPM Van der Vleuten
Medical Teacher 33 (6), 478-485.
A clear introduction what programmatic assessment means conceptually and why it is important.
Expert validation of fit-for-purpose guidelines for designing programmes of assessment
J Dijkstra, R Galbraith, BD Hodges, PA McAvoy, P McCrorie, LJ Southgate, CPM Van der Vleuten, V Wass, LWT Schuwirth
BMC Medical Education 12 (1), 20.
This paper shows that every assessment is a compromise on quality criteria. A utility formula is presented that has become a classic as a conceptual model about making choices. The utility of an assessment is defined as a multiplication of quality characteristics where each characteristic has a defined weight. The context and the purpose of the assessment defines the weight.
Concrete guidelines for designing assessment programs are validated in this study. The guidelines themselves are a supplement to this paper and can found here.
A model for programmatic assessment fit for purpose
CPM Van der Vleuten, LWT Schuwirth, EW Driessen, Joost Dijkstra, Dineke Tigelaar, LKJ Baartman, J van Tartwijk
Medical Teacher 34 (3), 205-214.
A model is presented on how programmatic assessment may be conceptualized integrating previous theoretical and empirical insights on assessment. Leaning activities, assessment activities and supporting activities are purposefully arranged in such a way that the learning function of assessment is enhanced without compromising on the need for taking credible decisions over learner progress.
Programmatic assessment of competency-based workplace learning: when theory meets practice
H Bok, P Teunissen, RP Favier, N Rietbroek, L Theyse, H Brommer, J Haarhuis, P Van Beukelen, C Van der Vleuten and D Jaarsma
BMC Medical Education 13 (1), 123.
An empirical study on programmatic assessment showing how important implementation. It is not an easy task to change the mindset of stakeholders involved in assessment.
12 Tips for programmatic assessment
CPM van der Vleuten, LWT Schuwirth, EW Driessen, MJB Govaerts, S Heeneman
Medical Teacher, 37, 641-646.
Suggestions on how to change towards programmatic assessment are presented in 12 concrete tips.
The impact of programmatic assessment on student learning: theory versus practice
S Heeneman, A Oudkerk Pool, LWT Schuwirth, CPM Van der Vleuten, EW Driessen
Medical Education 49 (5), 487-498.
An empirical study showing that low stake assessment is not perceived as low stake by learners.
Revisiting ‘Assessing professional competence: from methods to programmes’
CPM van der Vleuten
Medical Education 50, 885–888.
A historical account of how programmatic assessment came to existence. Central is the notion that compromises are always needed and that the question is where to optimize what. This led to programmatic assessment.
On the issue of costs in programmatic assessment
CPM van der Vleuten, S Heeneman
Perspectives on Medical Education 5, 1-5.
To afford programmatic assessment sharp choices need to made in the redistribution of assessment costs.
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures
Christopher J. Harrison1 · Karen D. Konings, E Dannefer, LWT Schuwirth, V Wass, CPM van der Vleuten
Perspect Med Educ, DOI 10.1007/s40037-016-0297-x
Study showing that a programmatic assessment approach promotes a better learning culture as compared to a traditional summative assessment culture.