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Abstract Assessment of student progress and achievement may support or weaken the educational goals of an institution. This paper describes the assessment methods developed so far to support the undergraduate education programme in the Faculty of Medicine at Newcastle, New South Wales. Formative assessment designed for frequent, informal diagnostic feedback to the student is an integral part of the various learning experiences. It requires further development to be a useful guide to the required depth of study. It aims to assist students to integrate and apply their studies. Summative assessment is required for certification and as a formal indicator of cumulative learning. A great deal of effort has been devoted to relate it to higher level intellectual competence, to keep it open to student criticism, to take account of individual rates of learning and to use it diagnostically.
Leeder et al. (Thu,) studied this question.