Assessment of progress tests

McHarg, Jane; Bradley, P. A.; Chamberlain, Suzanne; Ricketts, Chris; Searle, Judith; McLachlan, John C.

doi:10.1111/j.1365-2929.2004.02060.x

Cited by 80 publications

(89 citation statements)

References 19 publications

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“…For those using aggregated results, many different statistical methods of collating results exist (Blake et al, 1996, Schuwirth and van der Vleuten, 2012, McHarg et al, 2005, van der Vleuten and Verwijnen, 1996, Ricketts and Moyeed, 2011. The predictive validity of PTs therefore is likely to vary depending on the collation method used and on what it is trying to predict.…”

Section: Predictive Validity Of Progress-testingmentioning

confidence: 99%

Red, yellow and green: What does it mean? How the progress test informs and supports student progress

2016

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Objectives: Most medical schools using progress tests (PTs) provide feedback by identifying poorly-performing students utilizing a traffic-light system of green (satisfactory), yellow (borderline) and red (unsatisfactory) categories. There is little research assessing students' perceptions or usage of this feedback. This study proposed to determine the effectiveness of formative PTs at informing and supporting student progress.Methods: A mixed methods study was performed, involving a retrospective analysis of a results database to establish the predictive validity of PT categories and semi-structured interviews to explore students' perceptions of PT feedback.Results: Quantitative analysis revealed that students who always scored green performed better in their summative exams and graduated with a higher final degree than those who received a yellow or red category at least once. Qualitative analysis revealed that most students scoring well perceived the PT as having informed their progress with all students scoring poorly perceiving that it didn't inform their progress. Most students agreed that the current feedback is insufficient and doesn't guide their on-going learning. Conclusion:While this study demonstrated that the PT is a useful predictive tool for informing student progress, in its current format it's not fulfilling a truly formative role and thus supporting student progress sufficiently.

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Section: Predictive Validity Of Progress-testingmentioning

confidence: 99%

Red, yellow and green: What does it mean? How the progress test informs and supports student progress

2016

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“…In addition, progress tests can show the performance of given by 1st, 2nd and 3rd grade medical students a student relative both to his/her own grade and to all grades ( Figure 3). [27,28,29,30] The disadvantages of progress testing include the requirement to create a source for preparation, grading of progress tests, for creation of outputs, and the requirement to ensure security during test administration. For progress tests, it is more complicated to set the standards of tests and to reduce fluctuations in the degree of difficulty of test questions.…”

Section: Advantages Of Progress Testingmentioning

confidence: 99%

Progress Testing in Undergraduate Medical Education

2016

Ann Clin Anal Med

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ÖzetGelişim sınavı, özellikle probleme dayalı öğretim sisteminde eğitim gören tüm tıp öğrencilerinin eğitim boyunca tıbbın tüm alanlarında kazandıkları bilgi dü-zeyini yansıtan kapsamlı bir test örneğidir. Gelişim sınavı, eğitim yılı boyunca belirli aralıklarla tüm sınıfların aynı anda aynı sorularla sınava oturdukları, kişisel gelişimlerinin not edildiği bir sınavdır. Gelişim sınavı büyük bir soru bankasından rastgele seçilen çoktan seçmeli, kısa yanıtlı, açık uçlu sorulardan oluşabilen ve müfredat boyunca öğrencilerin kişisel gelişimlerinin gözlemle-nerek öğrencilere geribildirim verildiği, tüm öğrenme sürecini değerlendiren bir testtir. Gelişim sınavları eğitim programının değerlendirilmesinde program değerlendiricilerine eşssiz fırsatlar sunan kapsamlı, boylamsal bir testtir. Anahtar KelimelerGelişim Sınavı; Mezuniyet Öncesi Tıp Eğitimi; Probleme Dayalı Öğrenme; Program Değerlendirme; Derinlemesine Öğrenme AbstractProgress testing is a comprehensive type of testing that measures the level of knowledge gained by medical students, especially those whose curricula incorporate problem-based learning system. Progress testing involves simultaneously administering tests consisting of identical questions to all student classes at certain intervals throughout an academic year. These tests record the individual progress of students. Progress tests may consist of multiplechoice, short-answer, and open-ended questions randomly selected from an exhaustive question bank. The tests aim to observe the progress of each student through the curriculum, giving them feedback, and evaluating the entire learning process. Progress testing is a comprehensive, longitudinal type of testing offering unique opportunities for those evaluating educational programs.

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“…For example, students may do well in one test and then in the next test do poorly compared with their peers, potentially doing worse than they did in the previous test. Such students may become demoralized and be at risk of greater test anxiety and lowered self-efficacy [14]. This is of particular concern in courses of study such as Medicine, which are typically taken by very competent, highly competitive students, with a tendency to view every examination as summative.…”

Section: Constructive Alignment and The Practice Of Progress Testingmentioning

confidence: 99%

“…A proposed theoretical advantage of progress testing (stemming from characteristics 1 and 2 above) is that it eliminates the possibility of cramming as students are unable to prepare for the wide range of items on any particular test, because up until the final examination, the questions will be assessing material which has yet to be taught [13,14]. For example, at the first annual examination, perhaps only 20% of questions will be familiar to students as this is the proportion of the curriculum that has been covered, and so even the best students, who have not had previous medical training, should hope to score is a maximum of 20% correct.…”

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confidence: 99%