Value the Formative Assessment, for it Values the Student Outcome -A Historic Cohort Study of Dental Undergraduate Students in India (original) (raw)
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Formative and Summative Assessment in the Light of Students Perceptions
Journal of Gandhara Medical and Dental Science
OBJECTIVESTo collect information about the Perceptions of dental students regarding Formative and Summative Assessment in Sardar Begum Dental College.METHODS This cross sectional study was conducted at Sardar Begum Dental College, Peshawar. Pre validated Assessment Experience Questionnaire was used to collect information. All the students of 2nd, 3rd, 4th year BDS and House officers who have joined and continued their bachelors education at Sardar Begum Dental College and Hospital from the first year were invited to participate in this study through Convenience sampling technique after taking verbal and written consent.RESULTSOverall response rate was 29.3% in 2nd Year, 35.1% in 3rd year, 75.7% in 4th Year and 92.7% among house officers.60-70% students opined that formative assessment experiences stimulated deep learning and were useful in the preparation for summative assessment. Majority of the students were satisfied with the atmosphere, structure and conduct of summative assessm...
Background: Assessments are done to help students during learning and to evaluate what they have learned at a particular point of time. They form the basis for formative and summative assessment. Formative assessment assists in learning hence called 'Assessment for Learning'. It involves activities attempting to assess where they are in their learning process and utilize the information available for use by students and their teachers to determine what is to be done for betterment. Summative assessment is used to evaluate what has been learned at a particular time hence called 'Assessment of Learning'. It involves activities like evaluating learning over a period of time and ascertaining it by testing at a particular time. Data from assessment can be utilized for comparing aggregated results of groups or populations. Aims and objectives: To study the efficacy of formative assessment with additional assessment methodologies, in changing the results of summative assessment, then to compare the results of the study population with that of the previous year students without additional intervention and to assess the feedback perceived by students on formative assessment, qualitatively. Materials and methods: Prospective interventional study done in a Government Medical College, South Tamil Nadu, for a period of three years. Students who wrote Pathology University examination in February 2018 and February 2019 formed the study population. In addition to record work and internal assessment exams both theory and practical, assessment methodologies like symposiums, home assignments, gross assignments, histopathology/cytology projects and day to day assessments were conducted on topics covered during the study period for the study population. The efficacy of formative assessment with additional assessment methods, in changing the results of summative assessment were assessed. Summative assessment marks of both the batches were compared with that of the previous year students without additional interventions who wrote University examination in February 2017. Data were analysed using SPSS16.Correlation was done to assess the efficacy of formative assessment and compared using Unpaired t-test. Feedback of student's perception on formative assessment were collected from the study population and validated qualitatively using a structured questionnaire at the end of course before university exam, after university exam and after university exam results. Results and conclusion: A positive correlation was seen between the marks scored in formative and summative assessment. The average scores of the study population with additional intervention (101.48± 10.53 and 99.87±10.49) was better than that of the previous year students without additional intervention (94.41±12.14) and it was statistically significant. Majority of them opined that formative assessment helped them to achieve better scores. In conclusion, both formative and summative assessments are necessary tools in learning process and the importance of formative assessment lies in the evidence of its effectiveness in improving the results of summative assessment as perceived by the students which differs from batch to batch. A well structured formative assessment with additional interventional methodologies are needed to help medical undergraduates in learning.
Influence of formative assessment on summative assessment in undergraduate medical students
Bangladesh Journal of Medical Education, 2017
This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.
Predictive utility of performance of students of dentistry in the first periodic assessment
Background. Predicting students who need extra support academically may help initiate early remedial measures. We assessed the predictive utility of the first periodic assessment as a tool to identify students who need additional curricular support in the first year of Bachelor of Dental Surgery (BDS) course. Methods. We retrospectively compared the performance of two batches of BDS students in the first periodic assessment and final university examination. The students were divided into three groups on the basis of their ranks in the first periodic assessment as high, middle and low achievers. We assessed the tendency of the students to be in the same group in the university examination. Results. Though the performance of all the three groups improved significantly from the first periodic assessment to the final university examination, 73% of low achievers and 80.6% of high achievers stayed in the same group in both examinations. All those who failed in the final university examination were from the low achiever group. Conclusion. Performance of students in the first periodic assessment is a valid tool to identify students who need additional curricular support.
Dental Students Perceptions about Assessment Methods
2018
OBJECTIVE: To assess for learning & meet the demand of universal change in medical education assessment tools have evolved over the years. This study analyzes the perception of dentistry students about the various methods of assessments used in their course. METHODOLOGY: This qualitative exploratory research was conducted through interviews at the Dental Section, Bolan Medical College, Quetta. By using universal sampling all 25 students of 3rd year BDS were included in the study. The students were interviewed about their liking of various assessment methods including Short Answer Questions (SAQ), Structured Essay Questions (SEQ), Multiple Choice Questions (MCQ), Viva and Objective Structured Clinical Examination (OSCE). Demographic details (age and gender) of students was noted. Data was analyzed by thematic analysis. RESULTS: Initially on open coding 26 codes emerged and then through axial and selective coding these were condensed to 13 subthemes. The mean age of participants was 20 years with female student preponderance (60%). OSCE was the most liked method (52%) by students followed by SEQ (16%). Main reason for liking OSCE is its convenience in attempting, judgment and marking on same parameters and easy to do. Viva was considered best method as it increases students' confidence level. Those who preferred SEQ/MCQ were in the opinion that it is more precise and less time consuming. CONCLUSION: OSCE was the most liked method of assessment by the dentistry students as they have equal chance to get marks on the same parameter and prevent examiners bias.
The objectives of this study was to examine the relationship among academic factors and the National Board Dental Examination Part I (NBDE: Pre-clinic) score of 65 dental students of the Faculty of Dentistry, Srinakarinwirot University. The academic factors collected from the Division Of Education Service, including (1) the general informations; gender, birth place. (2) The admission criteria; the types of admission, the high-school grade point averages (GPAs), the entrance admission score. (3) The academic performance; the overall GPAs, pre-clinical grades on three subsections of the NBDE Part I. (4) The NBDE-preparation; pretest score, the lesson review and the extra-curriculum activities. Descriptive statistics were computed for all studying variables. Simple linear regression was computed to analysis the relationship between academic factors and NBDE Part I score. Goodness of fit for the models was evaluated using the R-squared value. Statistic significant associations were those with p-value<0.05. The result was the entrance admission score, overall GPAs were statistically significantly associated with performance on all three subsections of the NDBE part I score and the overall GPAs was only significant factor for predicting NBDE part I score.
Effect of Paired Formative Assessment on Students’ Learning
Pakistan Armed Forces Medical Journal, 2021
Objective: To determine the effect of paired formative assessment on students’ learning. Study Design: Quasi experimental study. Place and Duration of Study: Islamic International Medical College Rawalpindi, from Jan 2018 to Jun 2018. Methodology: A total of 160 students who attended otolaryngology module were included in the study. Randomized allocation was done by computerized software programme and students were divided into 2 groups i.e. experimental (group A) and control group (group B). Later on in group A, pairing of students was done by lottery method. Group A and B were dealt with paired and individual formative assessment respectively. Effectiveness of both methods of learning was calculated on the basis of academic scores obtained in tests consisting of 20 MCQs from predefined and taught syllabus. A p-value were obtained by applying independent sample t-test and considered statistically significant at 0.05. Results: Out of 160 participants, 94 (58.7%) were females and 66 ...
Students' Perceptions towards Formative and Summative Assessment: A Single Institution Study
Journal of Islamic International Medical College, 2016
Purpose of the Study: The purpose of this study was to get an understanding of the MBBS students' perception and experience about their formative and summative assessment. Since the implementation of integrated curriculum students need to adopt deep learning approach contrary to traditional learning. We were interested to explore what approach our students take towards the preparation of their exam. We were also interested to get their views about formative and summative assessment currently being undertaken in our medical college. Objectives of the Study: To collect data using a Pre-validated questionnaire and then analyze it, regarding: a) Students study efforts towards passing the exam. b) Students' perception about the importance of formative assessment held in our college. c) Students experience and their views about conduction of summative assessment. Study Design: A quantitative cross-sectional analytical study. Place and Duration of Study: The Study was conducted fro...
Bangladesh Journal of Medical Education, 2014
Background: Assessment is important in all forms of learning. Formative assessments have evolved as a means to adapt to student needs. Summative assessment designed to make judgments about students' performance and produce grades Formative assessment is the assessment that takes place during a course or programming of study whereas summative assessment is normally carried out at or towards the end of a course. Objective: To determine the teachers' view about the influence of formative assessment on the result of summative assessment in undergraduate medical course. Method: This cross sectional descriptive study was carried out from July 2009 to June 2010 over 106 teachers of selected two government and two private medical colleges. A structured and pretested questionnaire included different opinion about the influence of formative assessment on summative assessment was distributed among respondents and data were collected for analysis. Results: This study revealed that major...