Perception of students and faculties regarding the formative assessment examinations in dental college in India

Panchbhai, Arati; Vagha, Sunita; Bhowate, Rahul

doi:10.4103/0974-7761.148985

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…Considering the wide variation in learners' study style, capabilities, compatibilities which might play as the crucial factors in their actual performance over time, a mixed model approach (as mentioned before) has been constructed for any possible categorization among the learners that could explain the variance in their performance score and further analysis of the pattern of the performance trajectory of these classes was carried out. [13] The result showed that a particular category (class 3) of students with relatively weaker performance recorded best trend in improvement in most of the formative tests, particularly for all the tests based on cognitive domain. This class had the largest number of the students and widest representation from different geographical distribution across the country with more male members.…”

Section: Discussionmentioning

confidence: 93%

Significance of Serial formative assessment on the teaching learning process

Sahoo

Goswami

Sarkar

et al. 2023

Preprint

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Introduction Assessment is an important driving force behind an effective teaching-learning process; since assessment measures the outcome as per the objective of the education, hence it determines the entire lesson plan for apposite alignment with the curriculum. The assessment process steers the learners with a positive pull towards the desired outcome. Both the summative and formative assessments focus on how the individual student display his level of understanding. Material & Methods The study design was longitudinal follow-up study. The study was undertaken to find out any positive trend of performance in terms of both cognitive and psychomotor skills of students in successive formative examinations. The study included 50 medical students of first professional batch of AIIMS Kalyani from Department of Biochemistry during 2019-2020. The formative assessment tests included 3 theory examinations, 3 case-based problem-solving (CBP), 4 objectively structured practical examinations (OSPE) and 3 viva-voce, with almost regular time intervals. Results Both the results of the theory exams and Case based problem showed gradual significant increase in the percentage of marks from the initial assessment (p<0.01). For psychomotor domain assessment through OSPE, for almost all the classes statistically insignificant but an apparently declining trend has been observed; particularly a significant trailing trend for class 2 learners was found. Conclusions Competency-based curriculum needs validation through consistent assessment system. Towards this end the present study might open up new vistas for incorporation of the proper competency-based curriculum aligned with the suitable assessment process to develop an efficient medical education program.

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Section: Discussionmentioning

confidence: 93%

Significance of Serial formative assessment on the teaching learning process

Sahoo

Goswami

Sarkar

et al. 2023

Preprint

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“…Several improvements have been done by the teachers after conducting formative assessment; however, these were not done in various high quality activities. In contrast to the teacher"s lack of understanding of formative assessment, the result of the study conducted by and Panchbhai and Srivastava (2014) in Deemed University which took undergraduate students of dental faculty as the participants showed that 95.46% students agreed that formative assessment is needed to trigger them to study. Based on the result of Panchbhai and Srivastava" (2014) study, it shows that formative assessment is needed and so is the feedback given to the students by the teachers.…”

Section: Introductionmentioning

confidence: 92%

Formative Assessment in English Learning of Junior High School

Fitriani

Loeneto

Inderawati

2021

ERJEE

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Formative assessment (assessment-for-learning) helps teachers to conduct teaching and learning activities that can enhance the students’ learning achievement. This study was aimed to find out the teachers’ understanding about formative assessment, the implementation of a formative assessment for English learning including the use of formative assessment to improve the teachers’ teaching and students’ learning, and the supporting and/or hindering factors in implementing a formative assessment. Qualitative in case study design was used in this study. The data were collected through interview, observations, and documentation to four teachers, the school principal, and some observed students as the participants. The data collected were validated through methodological triangulations and were analyzed qualitatively and reported descriptively. The result discovered that teachers’ understanding of formative assessment was in “good” category. The implementation of formative assessment in English learning given by the teachers followed the steps of input, process, and output. The teachers gave follow – up actions namely remedial and enrichment for students although the actions were not carried out as properly as what it is supposed to due to some hindering factors in giving the formative assessment. In conclusion, teachers’ lack of assessment training affects their understanding in implementing formative assessment. Therefore, the teachers need to participate in such a seminar and they need to be given opportunities to join assessment training so that they can get input on how to give assessment well, and moreover to make the right assessment instruments.

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“…Some students' casual attitude toward formative assessment implies that they need to be more conscious of these intermediate assessments. The formative assessments make meaningful and successful academic development, thus they there is need for suggestions or criticism on an individual basis [5].…”

Section: Introductionmentioning

confidence: 99%

Perception and Level of Preparedness of Clinical Medicine Department Towards Clinical Assessment at the Kenya Medical Training Colleges in Western Kenya

Bitonye

Mengich

Chemjor

2022

EJMED

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Assessment of clinical instructional strategies, learning activities, and clinical experiences occurs in a systematic and continuous manner through the process of clinical assessment. There is an evident gap between theory and practice in clinical medicine education, raising doubts about the quality of clinical learning assessment during college. The general objective of the study was to determine perception and level of preparedness towards clinical assessment in Clinical Medicine Diploma programme in the Medical Training Colleges in Western Kenya. The specific objectives were to identify the methods used in clinical assessment, assess the level preparedness of students and teachers for clinical assessment and determine the perception of department towards clinical assessment methods. This was a cross sectional descriptive study which included 138 students in the second academic year and 10 lecturers from the four Medical Training Colleges offering Diploma Clinical Medicine . The students were selected using stratified proportionate sampling from the study population. The researcher sought approval from Masinde Muliro University of science and Technology ethics and Review committee. Eligible research participants voluntarily gave informed consent and the risks and benefits of the study were explained to the participants. Data was collected using a semi structured self -administered questionnaire, observation checklist and interview guide. Data was analyzed using chi-square and presented in tables .It was established that the methods used in the clinical assessment were 40.6%(56) objective structured clinical examination; 18.1% (25) short cases. All the students 138(100%) had learning objectives in the clinical areas and 66.7% (92)of the students were assessed after every clinical rotation Majority (79%) (10) of clinical medicine students strongly agreed that clinical assessment helps in the identification of areas of weakness and provide learning. All 6 (100) of clinical medicine lecturers strongly agreed that clinical assessment helps in the identification of areas of weakness and provide learning opportunities for the students .In addition, it strongly agreed 6 (100%) that clinical assessment was a measure of essential clinical skills opportunities for them. In conclusion majority of the students perceived that clinical assessment helps them identify their weaknesses and provides learning opportunities. The learners are well prepared for assessment and both long cases and short cases are used to assess knowledge and skills .The study recommends that assessment should be done frequently to prepare students for clinical assessment and more information about clinical assessment methods should be provided to the students.

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Perception of students and faculties regarding the formative assessment examinations in dental college in India

Cited by 6 publications

References 15 publications

Significance of Serial formative assessment on the teaching learning process

Significance of Serial formative assessment on the teaching learning process

Formative Assessment in English Learning of Junior High School

Perception and Level of Preparedness of Clinical Medicine Department Towards Clinical Assessment at the Kenya Medical Training Colleges in Western Kenya

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