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

被引:84
作者
Cilliers, Francois J. [1 ]
Schuwirth, Lambert W. T. [2 ]
Herman, Nicoline [1 ]
Adendorff, Hanelie J. [1 ]
van der Vleuten, Cees P. M. [2 ]
机构
[1] Univ Stellenbosch, Ctr Teaching & Learning, ZA-7602 Matieland, South Africa
[2] Univ Maastricht, Dept Educ Dev & Res, NL-6229 ER Maastricht, Netherlands
基金
新加坡国家研究基金会;
关键词
Determinants of action; Health sciences education; Higher education; Learning effects of assessment; Medical education; Pre-assessment effects; Mechanism of impact; Model; Source of impact; Summative assessment; STUDENTS; PERCEPTIONS;
D O I
10.1007/s10459-011-9292-5
中图分类号
G40 [教育学];
学科分类号
040101 [教育学原理];
摘要
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.
引用
收藏
页码:39 / 53
页数:15
相关论文
共 44 条
[1]
DOES WASHBACK EXIST [J].
ALDERSON, JC ;
WALL, D .
APPLIED LINGUISTICS, 1993, 14 (02) :115-129
[2]
[Anonymous], 2005, Brokerage and Closure: An Introduction to Social Capital
[3]
[Anonymous], EXPERIENCE LEARNING
[4]
Bailey K.M., 1996, LANG TEST, V13, P257, DOI [10.1177/026553229601300303, DOI 10.1177/026553229601300303]
[5]
Becker H.S., 1968, Making the grade: The academic side of college life
[6]
[7]
Students' adaptation of study strategies when preparing for classroom tests [J].
Broekkamp, Hein ;
Van Hout-Wolters, Bernadette H. A. M. .
EDUCATIONAL PSYCHOLOGY REVIEW, 2007, 19 (04) :401-428
[8]
The mechanism of impact of summative assessment on medical students' learning [J].
Cilliers, Francois J. ;
Schuwirth, Lambert W. ;
Adendorff, Hanelie J. ;
Herman, Nicoline ;
van der Vleuten, Cees P. .
ADVANCES IN HEALTH SCIENCES EDUCATION, 2010, 15 (05) :695-715
[9]
Dey I., 1993, Qualitative data analysis, P31
[10]
The qualitative research interview [J].
DiCicco-Bloom, B ;
Crabtree, BF .
MEDICAL EDUCATION, 2006, 40 (04) :314-321