A model of the pre-assessment learning effects of summative assessment in medical education

Abstract

It has become axiomatic that assessment impacts powerfully on student learning. However, surprisingly little research has been published emanating from authentic higher education settings about the nature and mechanism of the pre-assessment learning effects of summative assessment. Less still emanates from health sciences education settings. This study explored the pre-assessment learning effects of summative assessment in theoretical modules by exploring the variables at play in a multifaceted assessment system and the relationships between them. Using a grounded theory strategy, in-depth interviews were conducted with individual medical students and analyzed qualitatively. Respondents’ learning was influenced by task demands and system design. Assessment impacted on respondents’ cognitive processing activities and metacognitive regulation activities. Individually, our findings confirm findings from other studies in disparate non-medical settings and identify some new factors at play in this setting. Taken together, findings from this study provide, for the first time, some insight into how a whole assessment system influences student learning over time in a medical education setting. The findings from this authentic and complex setting paint a nuanced picture of how intricate and multifaceted interactions between various factors in an assessment system interact to influence student learning. A model linking the sources, mechanism and consequences of the pre-assessment learning effects of summative assessment is proposed that could help enhance the use of summative assessment as a tool to augment learning.

Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students

“…The effect of changes in assessment approach on students' learning is well recognised. [11] Assessment changes in the curriculum review included enhanced alignment with learning outcomes, identifying clearly for students the importance of skills and content, e.g. around application of academic literacy.…”

Evaluación para el aprendizaje: experiencia en un curso teórico de pregrado en medicina

“…El impacto de la intervención curricular no fue sólo evidente en una mejor percepción del curso por parte de los alumnos, sino también en un cambio significativo en las calificaciones finales, aumentando las notas promedio del curso en 0,65 puntos (incremento de 9,28% absoluto), que no fue explicado por un cambio en las calificaciones de los otros cursos teóricos de Medicina Interna del CIC. Lo central de la intervención curricular fue introducir feedback y aumentar el tiempo destinado a evaluación (de 2 a 3 evaluaciones) reforzando la importancia de las evaluaciones en el desempeño de los alumnos 22 . El CTG incluye la evaluación de los 2 primeros niveles de la pirámide de Miller (Saber-Saber Cómo) 23 explorando niveles cognitivos superiores en relación a resolución de escenarios clínicos 13 .…”

Onderwijswetenschap, de allermoeilijkste wetenschap

“…Vanuit het perspectief van de leerling of student wordt studiesucces immers bepaald door het vermogen toetsen te halen (Van der Vleuten et al, 2000). De tijd en energie die wordt geïnvesteerd in studie hangt dan ook sterk samen met de nabijheid van de (dreigende) toetsen (Cilliers et al, 2012).…”