Impact of formative assessment on the outcome of summative assessment – a feedback based cross sectional study conducted among basic science medical students enrolled in MD program

Das, Sanjib; Alsalhanie, Kusai M; Nauhria, Samal; Joshi, Vivek R; Khan, Safeer; Surender, Vishal

doi:10.3126/ajms.v8i4.17161

Cited by 18 publications

(19 citation statements)

References 10 publications

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“…In fact, the teacher's aim was to enhance the acquisition of individual words and phrases, which would consequently contribute to a better communicative performance in a foreign language. For example, Das et al [39] stated that 78% of their students reported that the feedback collected from formative assessment was important for them because it helped to reduce their learning gaps. As Febriani and Abdullah [40] maintain, the implementation of formative assessment in a blended learning environment is rising as it can enhance the learning quality.…”

Section: Resultsmentioning

confidence: 99%

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Klímová

Poláková

2020

Education Sciences

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Mobile devices have penetrated all spheres of human activities, including education. Previous research has shown that smartphones are becoming widely used in learning as they can improve knowledge retention and increase student engagement. The purpose of this study was to discuss students’ perception of the use of a mobile application aimed at learning new English vocabulary and phrases and describe its strengths and weaknesses as perceived by the students. In total, 28 university students answered a pen and paper questionnaire survey after experiencing the app during one semester. Overall, the students’ agreement to the positive aspects displayed in the questionnaire prevailed over their disagreement or neutral opinions. The mobile app helped students prepare for the final achievement test, learning was accessible from anywhere and at any time, students appreciated the corrective feedback and would opt for the implementation of the mobile app in other courses taught at the faculty. On the other hand, as the findings indicate, the students reported that the app was not very supportive regarding communication performance; they did not find the teachers’ notifications encouraging and they did not use the pronunciation support much, which was caused by various factors, such as offering students words and phrases without context or not testing all the items in the final credit test. The findings of this study contribute to the existing knowledge of students’ perceptions of the use of mobile apps for learning purposes.

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Section: Resultsmentioning

confidence: 99%

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Klímová

Poláková

2020

Education Sciences

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“…For this study, there was a very important formative quiz a week before the high stake's summative examination. The rationale behind having a formative quiz a week before the summative block exam was to determine students understanding of concepts and assess student's medical knowledge for the content delivered over the block and their readiness for the high stakes block examination (5,16,17) and for faculty or course director to intervene and work with students who may be at risk of gaining unsatisfactory grades. This was intended to help identify and triage students at risk and council them about modifications and methods to improve student understanding and learning of the content delivered to improve performance on high stakes summative assessment.…”

Section: Methodsmentioning

confidence: 99%

Osteopatik Tıp Öğrencilerinin Çalışma Stratejisi Değişikliklerini Teşvik Etmek için Biçimlendirici Değerlendirmeden Yararlanmak: Gözlemsel Bir Çalışma

Joshi

Younger

Joshi³

et al. 2021

Düzce Tıp Fakültesi Dergisi

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Aim:The standardized mode of delivering curriculum across the globe is didactic lectures. Formative and summative assessment methods are routine practices used to assess the students understanding and mastery in content and concepts which is delivered. The formative assessment methods are extremely popular in medical educational training but the data supporting such claims is largely lacking. The aim of this observational study was to determine if frequently provided formative assessment methods like practice quizzes, take home assignments can have any positive impact on student learning strategies and assessment outcomes in examination. Material and Methods: A total of 145 students were included in this study. This study explored the relationship between student performance in various low stakes formative quizzes and high stakes summative examination. Based on the student performances across various formative assessment methods, the students were encouraged to modify or retain the study strategies and the effect of such recommendations were observed over the course of the semester. Results: The data analysis showed positive relationship between the student performance on formative assessments and summative assessment before and after the intervention to study methods and strategies. Students in top, second, third and bottom quartile gained a cumulative average of 72.4%, 61.0%, 56.6% and 48.3% in the formative assessment and an average of 89.3%, 79.8%, 75.0%, and 65.7% on their summative examination which were used as tools for early intervention. Conclusion: Following the early intervention and modifications in study strategies, there was a steady increase in student performance on high stakes examination.

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“…Exams provide teachers with feedback on the learner's progress, and this "feedback is an essential component to the development of the recipient" (Sarkany & Deitte, 2017, p. 1). The role of summative assessment is to (1) give feedback in the long term (Chapman, Bynog, & Yocom, 2013); (2) assign grades to students that reflect to what extent they have achieved the intended objectives (Sangwin, 2017); (3) enable instructors to decide and enact penalties (Rolfe & McPherson, 1995); (4) allow educational institutions to make decisions regarding student academic status (Das et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

Sa’di¹,

Abdelraziq²,

Sharadgah³

2021

AWEJ

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This study aims to delineate the observations of instructors at Princess Sumaya University for Technology (PSUT) in Jordan with regards to online assessment of their students in the time of the Coronavirus lockdown. Specifically, the study attempts to find out whether universities are prepared for online assessment during the lockdown and to probe feasible solutions to the challenges that hinder proper assessment in a virtual learning environment (VLE). As the challenges are determined, the study suggests a number of practical solutions. Data on faculty’s observations were obtained by means of an online survey. Eighty-three faculty members participated in this study. The findings showed that universities swiftly shifted to e-classes during the lockdown but that they were not adequately primed for an appropriate assessment in an online environment. The findings further showed that instructors were skeptical about the efficiency of remote assessment of their students. In addition, faculty members believed there was still a long way to go with regards to (1) the unavailability of reliable software to preclude academic dishonesty; (2) some faculty being unable to assess their students in VLE as it was their first experience; and (3) formative assessment not having been given enough attention. It is concluded that universities should have an exigency strategy for any sudden future lockdowns. This strategy includes, among other things, intensive e-teaching and e-testing training for faculty, high-tech invigilation and plagiarism software, reliable e-learning platforms with sufficient Internet bandwidth, setting up an e-assessment council at the university level.

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Impact of formative assessment on the outcome of summative assessment – a feedback based cross sectional study conducted among basic science medical students enrolled in MD program

Cited by 18 publications

References 10 publications

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Osteopatik Tıp Öğrencilerinin Çalışma Stratejisi Değişikliklerini Teşvik Etmek için Biçimlendirici Değerlendirmeden Yararlanmak: Gözlemsel Bir Çalışma

E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

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