Appraisal

An educational process of discussion and planning, led by the doctor-in-training, where progress is explored and learning plans are reviewed and negotiated in the light of achievements, areas of interest and service needs. Limits of confidentiality are clarified at the outset.
Appraisal discussions should NEVER inform summative assessment (see below).
It is to be noted that some Trusts and regulatory bodies such as the GMC use this term differently and include ‘performance review’ in their definition of ‘appraisal’

Assessment

Assessment is first and foremost an educational activity. Its primary purpose is to provide information about progress in learning.
It is also used by learners, educators, programme organisers and regulatory bodies to measure learning and progress against standards or criteria, often externally defined, in order to arrive at a judgement. Valid and reliable evidence is required for this process to be acceptable and able to be documented. It is appropriate that assessment results regularly form the basis of appraisal discussions.
Formative assessment is the function of making judgements about achievement and progress
(one’s own or others’) with the intention of supporting educational development by feeding back to the teacher and learner. External critieria/standards may be used or comparison with the learner’s earlier performance or progress (ipsative).
Summative assessment is the function of making judgements about competence, performance, progress and achievement against criteria and standards, often external. The aim is usually to make a decision about educational and/or career progression.