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Assessment for Learning

Assessment tools allow for the collection of specific information about the performance and development of the professional, and this within the overarching competency framework. It is possible to design formative assessment tools on the basis of, amongst others, Mini-Clinical Evaluation Exercise (Mini-CEX) forms, Entrustable Professional Activities (EPA), reflection forms, presentation feedback forms and peer assessments. 


By choosing from amongst several display modes, such as the radar, line and bar chart, the progress of the professional can be closely monitored. The scores used for these visualizations are abstracted from the assessment tools. The charts bring into focus time periods and competencies or sub competencies and make it possible to compare the results of the individual professional with those of his peers.


Entrustable professional activities (EPA) are designed to connect the competencies and the working situation of the professional. An EPA is an assignment or responsibility with which the professional can be entrusted when he/she has a satisfiable competence level to fulfil this independently. For more information, see Academic Research.

Narrative feedback

Besides numeric assessments and scores, it is of great importance for the learning process that assessors and feedback providers explain what can be improved and how. EPASS offers plenty of space to add this narrative feedback to the portfolio of the professional. Moreover, all narrative feedback is presented in an overview, which can be filtered on type of feedback and competency domain.

Personal Development Plan

The development and learning plans of a professional (in training or otherwise) can be recorded in a personal development plan. Evidence substantiating these pre-defined plans can be collected in the portfolio by registering formative and summative assessment tools, and other evidence such as scientific activities, publications, letters from colleagues, or abstracts for oral presentations.


EPASS offers ample opportunity for reflection and for gaining insight into the professionals’ development. Examples are: self-reflection forms, strengths-weaknesses analyses, critical incident reports.