ABSTRACT
This paper discusses learner assessment, introducing a classification based on quantitative and qualitative assessment paradigms while exploring rubrics and Entrustable Professional Activities (EPAs) emphasizing performance-based assessment. Rubrics, with their clear standards and criteria for assessment, can effectively function as formative assessments in both undergraduate education and postgraduate training. Within workplace-based assessments, rubrics permit an analytical assessment of competencies under a shared framework across various fields and clinical departments. In contrast, EPAs assess a bundle of competencies by determining whether supervising physicians can entrust specific professional activities to physicians in training. Various assessment methods exist in medical education, each with its advantages and limitations. Understanding these is crucial for selecting and implementing the most suitable assessment method based on the intended purpose.