Beyond assessment: Feedback for individuals and institutions based on the progress test

Coombes, Lee; Ricketts, Chris; Freeman, Adrian; Stratford, Jeff

doi:10.3109/0142159x.2010.485652

Cited by 53 publications

(58 citation statements)

References 4 publications

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“…PTs are intended to discourage students from preparing specifically for a test and then ‘discarding’ that knowledge. Applied medical knowledge from any stage of the curriculum can appear in a PT; therefore PTs should promote meaning-orientated learning and also foster long-term knowledge retention, while reducing superficial learning strategies such as rote learning and ‘cramming and dumping’ [1, 3–5]. PT performance is also not affected by small changes in curriculum delivery as each test is drawn from a bank of questions which cover the major areas of basic, clinical and behavioural science, and public health, expected of a graduating doctor [6].…”

Section: Introductionmentioning

confidence: 99%

“…A recent review shows that formative assessment is likely to facilitate students’ deep approaches to learning, whereas summative assessment is more likely to drive students to surface approaches [13]. In line with this claim, PTs should foster deep approaches to learning while reducing the tendency for students to incorporate surface approaches to learning [3, 5]. However, the impact of PTs on student learning can vary with context and curriculum structure [14], and there are inconsistent findings to support the claim that PTs encourage students to adopt deep learning strategies.…”

Section: Introductionmentioning

confidence: 99%

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Progress testing in the medical curriculum: students’ approaches to learning and perceived stress

et al. 2015

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BackgroundProgress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students’ approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores.MethodsUndergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score.ResultsWe found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students’ PT scores.ConclusionsWhile confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Progress testing in the medical curriculum: students’ approaches to learning and perceived stress

et al. 2015

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“…Developed concurrently by the University of Missouri Kansas City School of Medicine and LimburgMaastricht University, progress testing is a useful, exhaustive, and longitudinal knowledge testing approach that offers both formative and summative assessment of the knowledge gained by the student throughout an entire academic year. Progress testing is becoming increasingly popular throughout the world [5][6]. It has also been employed at some medical faculties where the problem-based learning method cannot be used [7].…”

Section: Progress Testingmentioning

confidence: 99%

“…They receive feedback and the entire learning process is evaluated. This comprehensive type of testing offers unique opportunities for those evaluating educational programs [5]. Progress tests, especially those employing multiple-choice questions, have in recent years been in use in all continents except Antarctica.…”

Section: Progress Testingmentioning

confidence: 99%

Progress Testing in Undergraduate Medical Education

2016

Ann Clin Anal Med

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ÖzetGelişim sınavı, özellikle probleme dayalı öğretim sisteminde eğitim gören tüm tıp öğrencilerinin eğitim boyunca tıbbın tüm alanlarında kazandıkları bilgi dü-zeyini yansıtan kapsamlı bir test örneğidir. Gelişim sınavı, eğitim yılı boyunca belirli aralıklarla tüm sınıfların aynı anda aynı sorularla sınava oturdukları, kişisel gelişimlerinin not edildiği bir sınavdır. Gelişim sınavı büyük bir soru bankasından rastgele seçilen çoktan seçmeli, kısa yanıtlı, açık uçlu sorulardan oluşabilen ve müfredat boyunca öğrencilerin kişisel gelişimlerinin gözlemle-nerek öğrencilere geribildirim verildiği, tüm öğrenme sürecini değerlendiren bir testtir. Gelişim sınavları eğitim programının değerlendirilmesinde program değerlendiricilerine eşssiz fırsatlar sunan kapsamlı, boylamsal bir testtir. Anahtar KelimelerGelişim Sınavı; Mezuniyet Öncesi Tıp Eğitimi; Probleme Dayalı Öğrenme; Program Değerlendirme; Derinlemesine Öğrenme AbstractProgress testing is a comprehensive type of testing that measures the level of knowledge gained by medical students, especially those whose curricula incorporate problem-based learning system. Progress testing involves simultaneously administering tests consisting of identical questions to all student classes at certain intervals throughout an academic year. These tests record the individual progress of students. Progress tests may consist of multiplechoice, short-answer, and open-ended questions randomly selected from an exhaustive question bank. The tests aim to observe the progress of each student through the curriculum, giving them feedback, and evaluating the entire learning process. Progress testing is a comprehensive, longitudinal type of testing offering unique opportunities for those evaluating educational programs.

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“…Several countries have developed progress tests to measure general medical knowledge progression of their medical students [2], [3], [4]. Furthermore, some students use the feedback provided by progress testing to guide their own learning activities [5].…”

Section: Introductionmentioning

confidence: 99%

Increase in medical knowledge during the final year of undergraduate medical education in Germany

Raupach

Vogel²,

Schiekirka³

et al. 2013

GMS Zeitschrift Für Medizinische Ausbildung; 30(3):Doc33; ISSN 1860-3572

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Beyond assessment: Feedback for individuals and institutions based on the progress test

Abstract: Used appropriately, progress testing can provide a wide range of feedback to every individual or group of individuals in a medical school.

Cited by 53 publications

References 4 publications

Progress testing in the medical curriculum: students’ approaches to learning and perceived stress

Progress testing in the medical curriculum: students’ approaches to learning and perceived stress

Progress Testing in Undergraduate Medical Education

Increase in medical knowledge during the final year of undergraduate medical education in Germany

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