Assessment programs to enhance learning

Cecílio-Fernandes, Dario; Cohen-Schotanus, Janke; Tio, René A.

doi:10.1080/10833196.2017.1341143

Cited by 10 publications

(12 citation statements)

References 31 publications

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“…To guide us in reviewing important aspects for the milestones we may call assessment, Cecilio-Fernandez et al [5] reviewed the literature to create ten tips to guide us on the practicalities of designing our assessment tasks. An important tip is the reminder that we should pay attention to how much time we can realistically expect our students to spend on learning activities and preparation for assessment tasks.…”

Section: Searching Our Mindsetmentioning

confidence: 99%

Searching our mindset – looking at places and spaces in education

Gummesson

Remedios

2018

Physical Therapy Reviews

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Section: Searching Our Mindsetmentioning

confidence: 99%

Searching our mindset – looking at places and spaces in education

Gummesson

Remedios

2018

Physical Therapy Reviews

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“…Two factors influence the motivation of one's learning, the intrinsic factors in the form of pleasure in studying, the impetus to be the best, and the student's belief in his ability and extrinsic factors in the way of encouragement of parents, supervisors, friends, and learning environment. 6,10,11 The intrinsic factor in the results of this study can be measured through the MSLQ questionnaire in the intrinsic motivational component of item 1, 16, 22, and 24. The mean component of intrinsic motivation in the intervention group and the control group is found to be on a scale of 5 which has an "Accurate for me."…”

Section: Resultsmentioning

confidence: 95%

“…The value of a test and the expectations students have are vital motivational factors. 10 To achieve motivation, students should receive an adequate stimulus to study harder, i.e., an opportunity to compensate unsatisfied result with a high mark. Sometimes, students felt more motivated when it is a summative assessment, while the current study stated that students would take some test which accumulates their grade at the end of the program, instead of taking the high stakes test.…”

Section: Resultsmentioning

confidence: 99%

“…Sometimes, students felt more motivated when it is a summative assessment, while the current study stated that students would take some test which accumulates their grade at the end of the program, instead of taking the high stakes test. 10 However, assessment is one of the extrinsic factors influencing students' motivation. Two factors influence the motivation of one's learning, the intrinsic factors in the form of pleasure in studying, the impetus to be the best, and the student's belief in his ability and extrinsic factors in the way of encouragement of parents, supervisors, friends, and learning environment.…”

Section: Resultsmentioning

confidence: 99%

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Medical Students Motivation After Taking a Post-Test in Problem-Based Learning

Ginting

Utami

2020

JPKI

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Background: Student prior knowledge on the tutorial process (problem-based learning) is different from each batch, which affects the ability to determine the learning issue. Assessment is one of the factors that influence student motivation to learn in the tutorial; increasing students’ motivation is an essential target in PBL. The objective of this study was to determine the effect of applying a post-test at the tutorial on students’ learning motivation of FM UMSU in order to achieve the learning objectives of PBL.Methods: This research was a quantitative study; experimental methods with post-test only control group design. This study measured the students' learning motivation using the Motivated Strategies for Learning Questionnaire (MSLQ). Samples were students of FM UMSU class 2013, divided into two groups randomly. Data were analyzed using the Mann-Whitney test.Results: Assessment should motivate students’ learning. However, in PBL, several factors that affect students’ motivation as well as assessment. Those factors are group dynamics, scenario, and tutor’s performance that should be controlled. The validity and reliability of the assessment are also crucial issues that affect the results.Conclusion: A proper assessment should be able to motivate students to learn. However, in PBL, several factors affect students’ motivation as well as assessment, namely group dynamics, scenario, and tutors’ performance that should be controlled. The assessment itself refers to their validity and reliability so that researchers should consider several issues before constructing the MCQs in PBL, for example, the content, type and timing of the assessment in order to motivate students to study harder by applying a strategic approach.

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“…Para responder a esta demanda, nos últimos anos, as pesquisas em avaliação médica vêm focando na criação de novos métodos de avaliação, assim como na sua aplicabilidade. Esses novos métodos levam em consideração o impacto da avaliação na aprendizagem do aluno [2,3], sendo que a título exemplificativo pode-se citar a inclusão do feedback como parte do processo de avaliação. Ademais, os métodos acima citados visam, ainda, possibilitar a formação de médicos competentes que além de cuidarem de seus pacientes, serão capazes de contribuir para o funcionamento do sistema de saúde em que estão insertos.…”

Section: Introductionunclassified

Implementando o teste adaptativo computadorizado

Cecílio-Fernandes

2019

Sci Med

Self Cite

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Traditionally, the assessment of knowledge consists of items, who students answered the same items at the same time, such as test of a specific subject. This assessment may be considered too easy or difficulty by the student. In both cases, the test is likely to be boring by the students and it may provide little information on students’ knowledge level. One way of solving this problem is by creating tailored tests for each student, considering that the next question will be selected based on students’ performance on previous items. This type of test is known as computerized adaptative test. Computerized adaptative test provides both educational and psychometrics advantages compared to the traditional paper-pen testing. Computerized adaptative test requires less items than the traditional test, which in turns will decrease students’ fatigue, and optimizing learning. Furthermore, computerized adaptative test is designed for each student, considering the level of difficulty of each item. This makes the teste more attractive and authentic, since the items will be always aligned with the level of students’ knowledge. Since computerized adaptative test requires both the difficulty of the item and students’ ability, it requires the use of Item Response Theory, which establish a relation between difficulty of the item, students’ ability and the probability of answering a question correctly. Although the implementation of computerized adaptative test is complex, computerized adaptative test has a higher standard in both psychometric point of view and the alignment with modern theories of learning. Because of the high complexity, the implementation of computerized adaptative test is usually in high-stakes test and large scale. However, the new educational paradigm in which requires tailored-made education respecting the pace of each student, the computerized adaptative test will be more used over time.

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Assessment programs to enhance learning

Cited by 10 publications

References 31 publications

Searching our mindset – looking at places and spaces in education

Searching our mindset – looking at places and spaces in education

Medical Students Motivation After Taking a Post-Test in Problem-Based Learning

Implementando o teste adaptativo computadorizado

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