Assessment for Learning: The University of Toronto Temerty Faculty of Medicine M.D. Program Experience

(1) Background: Programmatic assessment optimizes the coaching, learning, and decision-making functions of assessment. It utilizes multiple data points, fit for purpose, which on their own guide but taken together form basis holistic decision making. While they are agreed principles, implementation varies according to context. (2) Context: The University Toronto MD program implemented programmatic as part a major curriculum renewal. (3) Design implementation: This paper, structured around best practices in assessment, describes program, one Canada’s largest. case study illustrates components framework, tracking making sense data, how academic decisions made, coaching tailored support learning plans learners. (4) Lessons learned: Key lessons discussed, including role context, resources, alignment with renewal, faculty development evaluation. (5) Conclusions: Large-scale is resource intensive requires commitment both initially sustained basis, requiring ongoing improvement steadfast championing cause optimally leveraging function