Students' Perception of Case‐Based Continuous Assessment and Multiple‐Choice Assessment in a Small Animal Surgery Course for Veterinary Medical Students

a iclon, leiden university graduate school of teaching, leiden university, leiden, the netherlands; b institute of Psychology, leiden university, leiden, the netherlands ABSTRACT In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students' final grades. The current review investigates which characteristics of intermediate assessment relate to these grades. In total, 88 articles were reviewed that examined the relationship between intermediate assessment and student grades. Four main characteristics were identified: the use of feedback, whether the assessment is mandatory, who is the assessor, and the reward students get for participating. Results indicate that corrective feedback leads to the most positive results, but elaborate feedback may benefit lower achieving groups. No difference in results was found for mandatory versus voluntary intermediate assessments.Peer assessment seemed to be beneficial, and rewarding students with course credit improves grades more than other rewards. Three scenarios are presented on how teachers can combine the different characteristics to optimise their intermediate assessment.

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A review of the characteristics of intermediate assessment and their relationship with student grades

Day

Blankenstein

Westenberg

et al. 2017

Assessment & Evaluation in Higher Education

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Comprehensive Insights Into the Criteria of Student Performance in Various Educational Domains

et al. 2018

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Take-Home Exams in Higher Education: A Systematic Review

Bengtsson

2019

Education Sciences

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This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.

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Students' Perception of Case‐Based Continuous Assessment and Multiple‐Choice Assessment in a Small Animal Surgery Course for Veterinary Medical Students

Abstract: Our data suggest that perceptions of learning gain, academic accomplishment, and clinical performance in 4th year are weakly correlated. Teachers should better explain to veterinary students that learning to be a clinician is more than replication of knowledge.

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A review of the characteristics of intermediate assessment and their relationship with student grades

A review of the characteristics of intermediate assessment and their relationship with student grades

Comprehensive Insights Into the Criteria of Student Performance in Various Educational Domains

Take-Home Exams in Higher Education: A Systematic Review

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