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10 The complexity and sophistication of simulation improved progressively from the 1950s, driven primarily by the integration of computer-based systems. Simulation, as a technique for both training and assessment, has been used in the aeronautical industry and military fields since the early 1900s, with the first flight simulator being developed in 1929. Out of this need for authentic assessment came the adoption of simulation-based assessment. In more recent decades, performance-based assessment practices have gained strong momentum 4 as educators have sought to examine authentic learner performance with the knowledge that these types of assessments are a driving influence on learning and teaching practices.
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This is a complex but necessary component of education and training. 4– 9 A compounding challenge with assessment for health professionals and health students is determining competency of practice.
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2, 3 The types of assessment used in pre- and postregistration health professional education have been widely reviewed. There has been much debate, however, about the effectiveness of various forms of assessment, such as multiple-choice question examinations, and this has influenced educators’ desire to develop assessments that are more realistic and performance based. 1 There are a multitude of assessment modes, adopted for various reasons, such as measuring performance or skill acquisition, and these can be used at different stages of the learner’s educational trajectory. Assessment, in the most expansive definition, is used to identify appropriate standards and criteria and ascertain quality through judgment.