The Discourse and Attempt of Student-Centered Assessment in the Context of Cultural Diversity

Mora Claramita, Rachmadya Nur Hidayah, Yoyo Suhoyo, Sylvia Mustika, Dina Qurratu Ainin, Nur Afrainin Syah, Diantha Soemantri, Indri Kurniasih, Tri Nur Kristina, Ara Tekian, Cees Van der Vleuten

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


In the context of where the nature of the learning environment allows only minimum feedback, and less participation in learning, a uniform national examination seems to be a feasible way to standardize quality in health professions education. However, this kind of high-stakes national examination may represent the social hierarchy indicated in this edited volume. Despite many external benefits, a high-stakes national exam, such as computer-based tests and objective-clinical-skills-examination/OSCE, will drive a society further away from the more dialogical observation-based assessment to approach the individual learning progress. This chapter will discuss the dilemma between the ‘assessment of learning’ and ‘assessment for learning’ in the context of hierarchical and collectivistic culture towards student-centered learning.

Original languageEnglish
Title of host publicationChallenges and Opportunities in Health Professions Education
Subtitle of host publicationPerspectives in the Context of Cultural Diversity
PublisherSpringer Nature
Number of pages29
ISBN (Electronic)9789811672323
ISBN (Print)9789811672316
Publication statusPublished - 1 Jan 2022


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