scholarly journals Evaluation of student assessment practices in a medical college

2017 ◽  
Vol 5 (11) ◽  
pp. 5048
Author(s):  
Omer A. Elfaki ◽  
Abdulaziz A. Alamri
Keyword(s):  
Medical Education ◽  
Assessment Tool ◽  
Student Assessment ◽  
Assessment System ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Multiple Methods ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Current Assessment

Background: The importance of students’ assessment and its role in driving students learning are well recognized. Guidelines for good assessment practice have been developed. The GMC issued important recommendations related to assessment of students’ performance to be followed by medical schools in UK. The Liaison Committee on Medical Education (LCME) developed standards emphasizing the importance of documenting students’ performance. The utility concept of an assessment tool had been proposed by Van der Vleuten stating a number of weighted criteria. Assessment of clinical competence was proposed to be well covered by the model of Miller. No single method of assessment can be recommended to be appropriate for all assessment purposes and all domains of competence. Therefore, multiple methods of assessment are required.Methods: There are 35 courses included in the MBBS program in the college of medicine, KKU. these are taught over five years in addition to a preparatory year and the internship year. the curriculum can still be described as discipline based. a survey was planned to study the current assessment situation. this is a cross-sectional descriptive study. the data collection methods used were survey and study of the documents of the courses. an online questionnaire was developed. the responses were analyzed using descriptive statistics to determine frequencies, averages and percentages. the study was conducted during the period January-May 2014.Results: Twenty course coordinators responded to the survey (57%). Eleven of the courses covered were basic and nine were clinical. Multiple tests as well as multiple methods of continuous assessment were used in the courses studied. Some of the methods used for summative assessment are no longer recommended in current assessment practices in medical education. Real OSCE was used only in one clinical course. Standard setting methods were not used and a fixed pass mark was used instead.Conclusions: Important shortcomings in student assessment system in many of the courses studied were identified. Less educationally desirable assessment methods and practices are still used in some courses such as unattended single long case examination. More attention should be given to technical aspects of assessment.

scholarly journals IS ESP STANDARDIZED ASSESSMENT FEASIBLE?

2019 ◽  
pp. 525
Author(s):  
Jolita Sliogeriene
Keyword(s):  
Foreign Language ◽  
Best Practice ◽  
Student Assessment ◽  
Standardized Assessment ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Policy And Practice ◽  
Case Study Analysis ◽  
Current Assessment

This paper provides an overview of assessment practice as it relates to English for Specific Purposes (ESP), and which is used in a variety of higher education settings. The notion of benchmarking in ESP standardized assessment is discussed, and assessment standards leading to quality assurance are described. The challenge for educators is to agree on a common assessment framework in view of the ongoing debate on ESP benchmarking and unified assessment criteria (nationally or internationally), which is also compared to CEFR. The author uses case study analysis to focus on student assessment policy and practice in Alberta, Canada, as well as other selected countries. It is significant that, today, a number of ESP assessment models are based only partially on the main foreign language assessment principles. Accordingly, this paper provides an overview of such principles, their descriptors and best practice in ESP assessment. The main aim of the research is therefore to understand current assessment practices as well as to develop a standardized benchmarking for ESP teachers. The paper proposes a model of ESP standardized assessment based on the studied reference, ESP practices used in different countries, as well as standards of assessment in general.

scholarly journals MYTHS AND REALITES OF STUDENT ASSESSMENT IN HIGHER EDUCATION OF ARMENIA

2021 ◽  
pp. 200-210
Author(s):  
Gohar Muradyan
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Assessment ◽  
Higher Learning ◽  
Assessment Practices ◽  
Process Assessment ◽  
Assessment Practice ◽  
Critical Question ◽  
Academic Environments ◽  
Teaching Learning

Student assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching, learning process. This article challenges several myths about student assessment: that we know what we're grading, that we know what the results mean, that we can agree in practice on various criteria, which is possible to establish and apply unanimously. Despite these seeming difficulties, this article argues for the validity of assessments developed within particular academic environments in the higher learning institutes of Armenia. Do contemporary assessment practices perform these function: it is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.

scholarly journals Principals’ views on the implementation of grade-free middle schools in Norway: justifications, challenges and opportunities

2019 ◽  
Vol 13 (2) ◽  
pp. 21-38
Author(s):  
Astrid Gillespie ◽  
Tony Burner
Keyword(s):  
Middle Schools ◽  
Student Involvement ◽  
Assessment For Learning ◽  
Assessment System ◽  
Assessment Practices ◽  
National Assessment ◽  
Challenges And Opportunities ◽  
Current Assessment ◽  
Depth Interviews

This article reports on four principals’ views on the implementation of so-called grade-free middle schools, i.e. schools that drop all grades on students’ performances except the two required by the national assessment regulation, as part of their work with Assessment for Learning (AfL). More specifically, we were interested in the under-researched area of how principals justify introducing and implementing grade-free schools, and what their experiences are regarding challenges and opportunities that have arisen during and as a result of the implementation. Semi-structured in-depth interviews were used to collect data. Findings suggest that principals rely on research and unsatisfying assessment practices when justifying a change to grade-free schools. However, they do not find the involvement of students, nor the information directed at parents about the implementation, to be sufficient. They also mention challenges related to the current assessment system, which they believe underpin a behavioristic understanding of learning. The article calls for more research on trust among various stakeholders and student involvement when implementing grade-free schools.

scholarly journals Medical students' perception of live lectures compared to video lectures in basic sciences medical education: a cross-sectional survey of medical colleges in Pakistan

2021 ◽  
Author(s):  
Maria Khan ◽  
Ali Bin Abdul Jabbar ◽  
Daniyal Ali Khan ◽  
Muhammad Abdullah Javed ◽  
Mohummad Hassan Raza Raja ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Quality ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Learning Modalities ◽  
Exam Preparation ◽  
Video Lectures ◽  
Medical Colleges

Background: Live lectures are commonly used in medical education, yet many students prefer video lectures instead. As different learning modalities may affect knowledge, it was necessary to explore medical students' perspectives about the two learning modalities in Pakistan. Objectives: This study aimed to explore and compare the medical students' perspectives regarding live lectures and video lectures. Methods: This cross-sectional study used an online questionnaire. This was distributed to medical students via internet platforms after institutional approval. Data were analyzed with SPSS version 23 using descriptive statistics. Results: 585 students, from 11 medical colleges across six cities of Pakistan, were enrolled. 64.4% (n=377) of the students were females, while 34.0% (n=199) were males. The first years comprised 32.7% (n=191), second years, 29.2% (n=171), and third years, 38.1% (n=223) of the total. The commonest reason for attending live lectures was 'they are compulsory'. The commonest reason for not attending was 'poor teaching quality'. 5.0% (n=29) of 585 students reported live lectures and 51.8% (n=290 of 560) found video lectures to be 'very helpful' in concept clarification. 85.1% (n=258) of 303 students found video lectures more effective for learning. For 45.4% (n=254) of students, video lectures improved their grades a lot; more students used video lectures for exam preparation over the years. 50.6% (n=296) of students wanted video lectures to be compulsory, compared with 28.5% (n=167) for live lectures. The main improvement in live lectures was not using slides. Conclusion: Medical students in Pakistan prefer video lectures over live lectures for learning and exam preparation. More students wanted video lectures to be compulsory in medical education. Several improvements have been suggested for live lectures.

scholarly journals Evaluation of OSPE in FCPS Part II (Obs/Gynae) Examination Conducted by Bangladesh College of Physicians and Surgeons

2017 ◽  
Vol 4 (1) ◽  
pp. 8-15
Author(s):  
Fahmida Zabin ◽  
Soofia Khatoon ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Assessment System ◽  
Assessment Tools ◽  
Cross Sectional ◽  
Clinical Competencies ◽  
Fair Process ◽  
Practical Examination ◽  
Wide Range ◽  
Content Coverage ◽  
Method Of Assessment

Assessment plays a major role in the process of medical education. The clinical examination plays a key role in the assessment of students' competence to practice medicine. The conventional method of assessment does not include the assessment of clinical psychomotor skill, which students are learning throughout their clinical postings .The judgement of students performances is purely subjective and the same performance is graded differently by different examiners. A major advances in this area has been the formulation of an objective structured clinical/practical examination (OSCE/OSCE), which has been implemented successfully. The objectives of this study were to evaluate OSPE in FCPS part II exam in Obs and Gynae conducted by Bangladesh College of Physicians and Surgeons (BCPS) in terms of exploration of quality of assessment tools as well as the opinion of the students and the examiners regarding OSPE. A cross-sectional observational study was conducted among 150 students appearing in FCPS part II examination in Obs and Gynae of Bangladesh College of Physicians and Surgeons . Among the examiners 30 were included in the study. Study instrument consisted of two sets of self- administered questionnaires, one for the students and one for the examiners. Attitudes of students and examiners were collected by a grading scale (Likert scale). Different stations were analyzed by criteria of content coverage, skills assessed, clarity of languages, dominant domain assessed and time allocated for the task. By analyzing the results of three sessions it shows that the percentage of pass varies from ten to fourteen percent .The overall opinion regarding OSPE shows that 54 percent of the students strongly agreed that this assessment system is a comprehensive one. About thirty seven percent and forty percent of students agreed on that it can assess wide range of knowledge and clinical competencies respectively .However student felt that clinical competencies respectively .However student felt that it was a strong anxiety producing experience. And concerns were expressed regarding the ambiguity of some questions and inadequacy of time for expected tasks in some stations. The majority of the students felt they were well oriented about the exam and that the required tasks were consistent with the actual curriculum that they were taught. Ninety percent of examiners strongly agreed that it is a comprehensive system of assessment. Majority strongly agreed that it's a useful method of identifying gaps and weaknesses in competencies. About seventy percent agreed that checklists were well prepared. But forty percent had the opinion that there was some ambiguity of languages and ambiguity of instructions. OSPE quality evaluation showed coverage of content was adequate. Most of the domain assessed was psychomotor domain. In conclusion, both students and examiners agreed that the assessment was comprehensive and it was an objective and fair process. Overall opinions suggested that OSPE were restrictive, non discriminative and simplistic. The very nature of OSPE made it different from the traditional method. It was very much comprehensive and valid, covers a wide range of contents including practical skills.Bangladesh Journal of Medical Education Vol.4(1) 2013: 8-15

scholarly journals A Case Study of the Manageability and Utility of Assessment in Three New Zealand Primary Schools 1993-2006

2021 ◽  
Author(s):  
◽  
John Richard Young
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Primary Schools ◽  
Case Study Research ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Curriculum Assessment ◽  
Recent Developments ◽  
Current Assessment

<p>This study is concerned with the manageability of assessment in New Zealand schools. In order for assessment to be effective in schools, it needs to be manageable. This is especially important for New Zealand schools in the light of the changes in administration and curriculum introduced in the early 1990s. These reforms which were termed Tomorrow's Schools introduced radical changes to New Zealand schools in the areas of governance, management, the curriculum, assessment, and quality assurance. In the area of assessment, primary schools were presented with a number of challenges which included a requirement to assess a highly structured curriculum with close to 1000 achievement objectives, many of which were open to different interpretation. There was also an expectation to assess against the structure of this new rapidly introduced curriculum, without any tools provided for such assessment. The New Zealand system also departed from other countries in that it made no distinction in terms of importance in teaching and assessment between what are usually considered the core activities of primary school education, literacy and numeracy, and other learning areas. In light of these challenges it is not surprising that a number of the assessment processes that schools developed and used were questionable in terms of manageability and utility. The aim of this research is to examine the effect of government policy and international movements in assessment on the manageability of assessment practice in New Zealand primary schools during the period 1990-2006. The research also examines what is meant by the terms manageability and utility when applied to the context of primary school assessment. By means of case study research, the investigation explores assessment practice in three Wellington primary schools during 2006-2007. The case studies sought to understand current assessment practices in terms of the reforms of the early nineties, as well as more recent developments in assessment in New Zealand. The research illustrated that while these three New Zealand schools still faced some major issues in terms of the manageability and utility of assessment, their views were more optimistic and positive than earlier research studies had reported.</p>

scholarly journals Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran

2021 ◽  
Vol 11 (3) ◽  
pp. 100
Author(s):  
Marja Van den Heuvel-Panhuizen ◽  
Ali Akbar Sangari ◽  
Michiel Veldhuis
Keyword(s):  
Student Assessment ◽  
Report Cards ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Assessment Reform ◽  
Descriptive Assessment ◽  
Primary School Mathematics ◽  
Final Exams ◽  
Improving Student Learning ◽  
Curriculum Reforms

In many countries, assessment and curriculum reforms came into being in recent decades. In Iran, an important educational assessment reform took place called Descriptive Assessment (DA). In this reform, the focus of student assessment was moved from a more summative approach of providing grades and deciding about promotion to the next grade to a more formative approach of providing descriptive feedback aimed at improving student learning. In this study, we evaluated how seven fourth-grade mathematics teachers used the principles of DA. Data were collected by a questionnaire on assessment practices and beliefs, lesson observations, and interviews. Although the teachers varied in how they assess their students, in general their assessment practice is by and large in line with the DA guidelines. Nevertheless, in some respects we found differences. When assessing their students, the teachers essentially do not check the students’ strategies and when preparing the report cards, they still use final exams because they do not sufficiently trust the assessments methods suggested by DA. The guideline to use assessment results for adapting instruction is also not genuinely put into action. The article is concluded by discussing dilemmas the teachers may encounter when implementing DA.

scholarly journals Willingness of Medical Undergraduates to Work as Volunteers for anti-epidemic of COVID-19: Reflections on Medical Education in the post-epidemic era of China

2021 ◽  
Author(s):  
Ye Feng ◽  
Xin Zhang ◽  
Hui Wang ◽  
Yutong Pan ◽  
Shunrui Chen ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Descriptive Analysis ◽  
Public Health Education ◽  
Online Questionnaire ◽  
Chi Square ◽  
Cross Sectional ◽  
The Social ◽  
Medical Undergraduates ◽  
Chi Square Test

Abstract Objective To identify the willingness of medical undergraduates to work as volunteers for fighting COVID-19 and effect factors of willingness to volunteer. Methods A cross-sectional online questionnaire survey which consisted of three sections with 26 items was conducted. The primary outcome was the willingness to volunteer. Descriptive analysis was used for the results of characteristics, a univariant analysis was performed by chi-square test and a multivariate analysis was performed by multivariate logistic regression. Results A total of 5499 questionnaires were issued and 5379 effective questionnaires were finally recovered. There were 1797 males (33.4%) and 3582 females (66.6%), with an average age of 20±1.5 years old. 3553(66.1%) students wanted to volunteer. Male was associated with less adjusted OR (0.68, 0.56 to 0.81) for willingness. The undergraduates in school of public health was most (3.81, 2.26 to 6.40) willing to work. The undergraduates who had often participated in voluntary activities but not regularly was 3.23(2.03-5.16) times more willing than those that never participate. Conclusion It suggested that medical educators should emphasize voluntary activities in undergraduate medical education and continue to insistence of medical humanities and public health education to improve the social responsibility and professional identity of medical undergraduates.

scholarly journals Practice of Self Assessment by Undergraduate Dental Students In Academic Study

2012 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
SMS Al Azad ◽  
HK Talukder ◽  
S Hossain ◽  
T Islam ◽  
A Haque ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Work Load ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Assessment Practice ◽  
Self Assessment ◽  
Cross Sectional ◽  
Professional Career ◽  
The Times ◽  
Academic Study

This descriptive type of cross sectional study was carried out with the objective of exploring the views of undergraduate dental students about practice of self assessment practice in their academic study at Government & non Government dental colleges in 2009. 1st & 2nd year dental students were the study population here. Sample size was 262.Data was collected by self administered semi structured questionnaire adapting purposive sampling. Study revealed that most of the respondents suggested practice of self assessment is necessary for academic development. The reason behind their practicing of self assessment were stated as because self assessment build self confidence & knowledge, identify gaps & laps of study, improve thyself for better academic performance, helps to build a good professional career & fulfil the aims & goals of life. Regarding the process of self assessment major portion of the respondents followed teachers suggestion & advices of their guardian as their means of self assessment most of the times. Group study, peer feedback, solving previous question, senior students advices & note khatas were used as self assessment tool. In this study it was also found that barriers regarding self assessment were excessive work load in most of the cases 164(70%). On the other hand, self assessment practice was also hampered by lack of facility for group study, non cooperative tendency of the students, lack of feedback from the teachers & frequent examination. Most of the times self assessment practice, factors affecting self assessment & also the barriers regarding self assessment are somehow related to their teachers, guardian & academic examination with the results. So if self assessment practice is being made a provision institutionally it will be beneficial for undergraduate dental students & the institutes. For this it should be ensured that there is proper institutional set up, exact organization, required resources (Faculty, technical support, stuff cooperation) & perfect coordination both intra & inter institutionally all over the country controlled by a central authority. For more information & exact concept as well as proper implementation more & more study can be done regarding self assessment in a wider scale taking all the events of self assessment into consideration. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12853 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.8-15

scholarly journals ¿Por qué hago evaluación formativa y compartida y/o evaluación para el aprendizaje en EF? La influencia de la formación inicial y permanente del profesorado (Why do I do Formative and Share Assessment and/or Assessment For Learning in Physical Education?)

Retos ◽  
2018 ◽  
pp. 37-43
Author(s):  
Emilio Barrientos Hernán ◽  
Víctor Manuel López Pastor ◽  
Dario Pérez-Brunicardi
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Assessment System ◽  
Assessment Practices ◽  
Educational Beliefs ◽  
Assessment Systems ◽  
El Sistema ◽  
Current Assessment ◽  
Depth Interviews

La finalidad de este artículo es analizar si una muestra intencionada de profesores y maestros de educación física (EF) utilizan sistemas de evaluación formativa y compartida (EFyC) y/o de evaluación para el aprendizaje (EPA) en sus clases y la influencia que ha podido tener su formación inicial y permanente (FIP y FPP) en el sistema de evaluación que realizan actualmente. Se llevan a cabo entrevistas en profundidad a una muestra de 3 maestros de Primaria y 1 profesor de Secundaria, seleccionados en base a tres criterios. Los resultados señalan que la aplicación de sistemas de EFyC y/o EPA mejora la implicación y participación del alumnado en su propio aprendizaje y favorecen la regulación del proceso de enseñanza y aprendizaje; los alumnos se toman más en serio el área de EF y los maestros organizan mejor el proceso de enseñanza. Por otro lado, la FIP y FPP parecen ayudar a ir modificando las prácticas evaluativas del profesorado que busca un sistema de evaluación más coherente con sus creencias educativas, valorando especialmente la participación en actividades de FPP que les aporten experiencias útiles y aplicables en su práctica. Abstract. The study main goal is to analyze if an intentional sample of Physical Education (PE) teachers use Formative and Share Assessment (F&SA) and/or Assessment For Learning (AFL) in their lessons and, and if they have been influenced by their Teacher Education (TE) to carry out their current assessment systems. In-depth interviews were conducted with four PE teachers: three from Primary Education and one from Secondary Education, the four having been selected through three criteria. On one hand, the application of F&SA and/or AFL improves students’ involvement and participation in their own learning and regulate the teaching and learning processes; students give PE subject more importance and teachers organize the teaching process better. On the other hand, the TE seems to modify the assessment practices of the teachers. They look for an assessment system more coherent with their educational beliefs, assessing in a very positive way, the participation in in-service TE that provides them with useful and applicable experiences to their practice.

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