Assessment, feedback and the alchemy of learning.

CONTEXT: Models of sound assessment practices increasingly emphasise assessment's formative role. As a result, assessment must not only support sound judgements about learner competence, but also generate meaningful feedback to guide learning. Reconciling the tension between assessment's focus on judgement and decision making and feedback's focus on growth and development represents a critical challenge for researchers and educators. METHODS: We synthesise the literature related to this tension, framed around four trends in education research: (i) shifting perspectives on assessment; (ii) shifting perspectives on feedback; (iii) increasing attention on learners' perceptions of assessment and feedback, and (iv) increasing attention on the influence of culture on assessment and feedback. We describe factors that produce and sustain this tension. RESULTS: The lines between assessment and feedback frequently blur in medical education. Models of programmatic assessment deliberately use the same data for both purposes: low-stakes individual data points are used formatively, but then are added together to support summative judgements. However, the translation of theory to practice is not straightforward. Efforts to embed meaningful feedback in programmes of learning face a multitude of threats. Learners may perceive assessment with formative intent as summative, restricting their engagement with it as feedback, and thus diminishing its learning value. A learning culture focused on assessment may limit learners' sense of safety to explore, to experiment, and sometimes to fail. CONCLUSIONS: Successfully blending assessment and feedback demands clarity of purpose, support for learners, and a system and organisational commitment to a culture of improvement rather than a culture of performance.

[Equivocal quintessence. Spiritual alchemy and counterfeit money in 16th-century Spain]. / Equívoca quintaesencia. Alquimia espiritual y moneda falsa en la España del siglo XVI.

One of the main obsessions of the early modern era was that of determining the notions of true and false, in order to apply them to various fields of knowledge and thus establish the divide between the lawful and unlawful. This trend was to have a particular impact on the fields of religion and science, where it became necessary to distinguish not only between true and false spirits, relics or miracles, but also between genuine and fake astrologers and alchemists. Situated in the middle ground between idealism and materialism, alchemy was prime territory for such tensions, as was demonstrated by a trial held in 1593 at the Jeronymite monastery of Santa Enracia in Saragossa, whose prior accused a friar of making "silver out of smoke and jewels from goblins".