Students generating questions for their own written examinations

Papinczak, Tracey; Babri, Awais Saleem; Peterson, Ray; Kippers, Vaughan; Wilkinson, David

doi:10.1007/s10459-009-9196-9

Cited by 10 publications

(3 citation statements)

References 29 publications

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“…Evaluation must not only be linked to the teacher giving a score, but the student must be given the possibility to decide and intervene, taking into account initial and bidirectional agreements [85]. Other works developed in the educational field [86, 87], which related the satisfaction of the BPN to the self-determined forms of motivation, revealed, like in our study, that an adequate satisfaction of the BPN would increase intrinsic motivation.…”

Section: Discussionsupporting

confidence: 62%

The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A structural equation model

2019

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Considering the benefits that students report when evaluating physical education classes, the purpose of the present study was to analyse the relationships between the assignment of student responsibility in the evaluation, motivational variables and the satisfaction with the physical education classes, using The Theory of Self-determination as a support method. The sample for this study was 922 students, of both genres and in Compulsory Secondary Education, aged between 14 and 18 years. To carry out the study, the Student's Scale of Responsibility was used in the physical education assessment, the Basic Psychological Needs Measuring Scale, the Percentage Scale for Physical Education Causality and the Satisfaction Scale in Physical Education. The results of the structural equations model revealed a good adjustment to the data. This finding highlights the importance of giving responsibilities to the students in the evaluation process, in order to satisfy the psychological needs of the students and, therefore, self-determined motivation. Additionally, the satisfaction of psychological needs and self-determined motivation increase satisfaction towards physical education classes.

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Section: Discussionsupporting

confidence: 62%

The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A structural equation model

2019

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“…factual and procedural, generate little productive discussion, whereas wonderment questions, which are indicative of deep learning, stimulate students to hypothesize and generate explanations [ 28 ]. Students’ questions may even be used for their own examinations as Papinczak and colleagues demonstrated [ 29 ]. In their study, all first-year students were challenged to generate a bank of formative assessment questions with answers.…”

Section: Discussionmentioning

confidence: 99%

Challenging students to formulate written questions: a randomized controlled trial to assess learning effects

et al. 2015

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BackgroundUnderutilization of dialogue among students during small-group work is a threat to active meaningful learning. To encourage small-group learning, we challenged students to generate written questions during a small-group work session. As gender differences have been shown to affect learning, these were also inventoried.MethodsProspective randomized study during a bachelor General Pathology course including 459 (bio) medical students, 315 females and 144 males. The intervention was to individually generate an extra written question on disease mechanisms, followed by a selection, by each student group, of the two questions considered to be most relevant. These selected questions were open for discussion during the subsequent interactive lecture. Outcome measure was the score on tumour pathology (range 1–10) on the course examination; the effect of gender was assessed.ResultsThe mean score per student was 7.2 (intervention) and 6.9 (control; p = 0.22). Male students in the intervention group scored 0.5 point higher than controls (p = 0.05). In female students, this was only 0.1 point higher (p = 0.75).ConclusionsFormulating and prioritizing an extra written question during small-group work seems to exert a positive learning effect on male students. This is an interesting approach to improve learning in male students, as they generally tend to perform less well than their female colleagues.

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“…It is not surprising therefore, that students constantly request practice examinations to prepare for their summative and often high stakes assessment. Students completing the assessment projects reap the advertised learning benefits of creating their own assessment questions [23,24]. They also add value to the learning of their peers and colleagues by providing feedback on examination performance and by coaching them to write MCQs.…”

Section: Assessment Resources: Supervisor: Carmel Tepper (Ct)mentioning

confidence: 99%

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

McLean

Tepper

Maheshwari

et al. 2020

Medical Education Online

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Background: Increasingly, professional bodies expect doctors to not only provide patient care but also educate students, trainees and patients. Few medical students, however, receive formal tuition in terms of the theory and practice of medical education. A curriculum restructure from an MBBS to a Doctor of Medicine (MD) program provided an opportunity to develop three Masters streams: Clinical research, Capstones and educational Professional Projects. This submission describes how one Australian medical school is preparing some students for their future roles as medical educators through MD Professional Projects. Design: Framed by the 12 roles of the medical 'teacher', most students undertaking these projects take on Resource Developer (including simulation) and Assessor roles. For those choosing resource development (excluding simulation) or assessment, the Association for Medical Education (AMEE) Student Essential Skills in Medical Education (ESME) Course is compulsory. For those choosing educational research, the ESME Course is optional. Outcomes: By December 2020, four MD cohorts will have graduated with 69 students having undertaken educational MD Professional Projects, with fifty-one completing the ESME Course. MD students have created a range of resources for the curriculum, their colleagues and the local healthcare community. In addition to the expected learning we identified additional value-added outcomes for learners (e.g. skill development), the curriculum (e.g. areas of difficulty), academic supervisors' roles (e.g. role-modelling) and for the health care community (e.g. as expert reviewers). Conclusions: Engaging in scholarly activities such the ESME Course and developing learning resources not only provided MD students with a more in-depth theoretical knowledge in a range of clinical areas, but also developed skills that would prepare them for their future roles as medical educators. As supervisors, we identified the value these projects add to the broader health community as well as personal and professional benefits for ourselves.

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Students generating questions for their own written examinations

Cited by 10 publications

References 29 publications

The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A structural equation model

The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A structural equation model

Challenging students to formulate written questions: a randomized controlled trial to assess learning effects

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

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