2024
DOI: 10.1007/s10459-024-10324-4
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Does ‘summative’ count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing

Elise V. van Wijk,
Floris M. van Blankenstein,
Jeroen Donkers
et al.

Abstract: Despite the increasing implementation of formative assessment in medical education, its’ effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-met… Show more

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