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Background: The COVID-19 pandemic affected all the educational activities including medical education and there is a substantial shift from direct classes to online platforms.In competency-based medical education (CBME), the formative assessment orchestrates a prominent role in increasing the student’s capacity of learning. This method of teaching guides the students to measure the performance over a period of time and also improves the students’ knowledge gap. Aim and Objectives: The present study was carried to evaluate the perception and attitude of students toward online assessment during the formative assessment in 1st year MBBS degree in biochemistry subject. The study also aimed to assess practical difficulty and feasibility of conducting online assessment as a part of formative assessment as per CBME curriculum. Materials and Methods: The study was conducted on 124 1st year MBBS students and the students were informed about the assessment in 15 days advance. The perception and attitude of the students toward online assessment was done using 20 items structured questionnaire administered through Google forms. The students’ response was measured using 5-point Likert scale. Results: Among the 124 students, 42 (39.6%) were aware about online assessment. About 57.5% of students preferred any type of gadgets such as desktops, laptops, and smart phones. Most of the students 84.5% obtained 50–75% for a total score of 25. Around, 51.9% of students responded that online teaching is more feasible, and 74.5% reported that there is connectivity problem during online platform. In this study, 46.2% online assessment is safe and 41.5% strongly disagree that distraction from home environment did not affect the online assessment. Conclusion: The present study concludes that the students are more interested in MCQ-based question assessment for the knowledge assessment. Further, they opined in favor of online education but with some demerits.
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Background: Formative assessment (FA) is part of the assessment process according to the new competency based medical education curriculum and is believed to improve learning. Feedback from students is an integral part of FA which, if incorporated, may help in optimizing content and application of future FAs. Hence, the current study was conducted to assess feedback from 2nd year medical students regarding FAs in Pharmacology. Aim and Objectives: The objectives of the study were to assess the emotional impact of FA on students and to analyze their suggestions regarding FA. Materials and Methods: A well-designed, structured, and pre-validated questionnaire was filled by consenting students who had written the FA. The responses were compiled in an excel sheet and statistically analyzed. Results: Out of 121 students, 115 took FA and of them 100 students filled the questionnaire (Response rate 86.95%). When it comes to emotional impact, 64% students did not find these assessments burdensome and 81% were motivated to study better. When it comes to future suggestions, 100% wanted to be pre-informed. About 88% wanted a written assessment. About 75% wanted only multiple choices questions (MCQs) and 70% wanted MCQs + Essay type questions. About 65% students wanted FAs in practicals but only 36% wanted it in the same paper as theory FA. Conclusion: FA is a good tool to enhance learning which is not a burden on students but a good motivator for better reading. Students prefer a pre-informed, written assessment with MCQs over essay type questions and want these FAs to be conducted in practical’s also but not in the same paper.
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Background: Assessment is the most important factor which affect student’s learning behavior. It has been seen that the things which are not assessed have not been read by the students usually. Mainly two types of assessments are there: (1) Summative assessment, which is taken to assign grades to the students and (2) formative assessment, it is considered more important than summative assessment, because feedback to the learner is given after this. Moreover, it is the feedback which stimulates further improvement in learners. Now-a-days the students do not take assessments seriously because their unclear perception regarding the same. Hence, the present questionnaire-based study has been conducted on 2nd-year undergraduate students for obtaining their views regarding assessment and depending on their answers, they will be guided to utilize it in constructive way for their betterment. Aims and Objectives: The aim of the study was to evaluate the student’s perspectives toward assessment. Materials and Methods: This questionnaire-based and cross sectional study has been conducted on 100 2nd-year undergraduate students after taking informed consent from them. Questionnaire in Google forms has been sent to their emails after explaining the purpose of the study. Results obtained have been analyzed and presented in counts and percentages. The Institutional Ethics Committee approval has been taken before commencement of the study. Results: Students were aware about different assessments, but the purpose of the same was not clear to them. Around 63 (74.1%) students were in favor of frequent assessment, that is, they want assessment in every 1–3 months interval. The types of questions for examinations, most of them preferred multiple choice questions and short answer type of questions. Conclusion: The attitude of most of the students toward assessment system was found positive but they need guidance regarding proper use of it. There is immense need to put more effort to aware the students toward this.
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Background: Assessment is an essential part of each and every education, which represents the learning of a student. If the assessments are performed regularly, it inspires active study habits and inevitably enhance learning. Aim and Objectives: Formative assessments, which are performed regularly, increase the effectiveness of the learning. Hence, we aimed to observe the effectiveness of spaced formative assessments on the performance of students in summative assessments. Materials and Methods: We selected 250 first-year medical students from the 21 to 22 batch. The students were categorized into three groups on the basis of formative assessment performance. Group I did not appear in the formative assessment, Group II scored <50% in the formative assessment, and Group III scored more than 50% in the formative assessment. Multiple comparisons of scores of summative assessments between different groups were done using ANOVA. Scores of formative assessments and summative assessment were correlated using Pearson correlation. Results: We got a statistically significant difference (P < 0.05) in mean summative assessment scores in different groups. Again, the analysis showed formative assessments had a significant (P < 0.05) relationship with summative assessment performance. Conclusion: The performance of formative assessments is predictive of summative examination scores. Academically poor medical students will be benefited from formative assessments.
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Background: Providing immediate feedback to students has shown improvement in students’ knowledge, understanding, and confidence as it helps in identifying lacunae and loopholes in learning process. Despite the usefulness of feedback, common complaint from students is that they usually do not receive feedback immediately in their learning process. We also face similar situation with our students in institute. The aim of this study was to find out effect of giving immediate feedback and explore the views of medical students on immediate feedback during formative assessment. Aims and Objectives: The aims of this study were to evaluate the effect of immediate feedback on the medical students’ learning in medical education. Materials and Methods: The study was conducted in Department of Physiology, GMERS Medical College, Valsad on 183 students of 1st MBBS after ethical approval. Two types of modules were prepared on using “Hot Potatoes” software version 6.3. Module-1: Test 1 without feedback: consist of 20 MCQs and Module-2: Test 2 with feedback: consist of 20 MCQs, provide immediate feedback for each option of MCQ. Two modules were given one by one on WhatsApp group on mobile phone. Reflection writing and feedback from students were taken after that. Results: The qualitative data collected provided important information about the immediate feedback. Feedback responses of students on the questionnaire were analyzed using Likert scale. The Likert scale values were in strongly agree/agree part for Module-2 (with feedback). The students believed that immediate feedback was very helpful in clearing concepts, finding out lacunae, improvement in confidence, and self-learning. An excellent way for self-assessment and improved their deeper understanding of content areas. The students enjoyed innovative way of learning compared to conventional learning. Conclusion: Immediate feedback using this type of feedback modules should be implemented to improve students’ knowledge, understanding, memory, and confidence and can be used as self-directed learning tool.
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Objective: To assess whether simulation based education (SBE) improves the practices and knowledge of junior residents for stabilization of a preterm neonate in delivery room as compared to conventional education (CE). Methods: This trial randomized 24 pediatric residents to either SBE (n=12) or CE (n=12) groups. One-time SBE was imparted to the SBE group. Both the groups had similar facilitator participant ratio and equally timed sessions. The individual skills scores and performance by preterm stabilization performance evaluation (PSPE) score in real time were recorded using a validated tool within 8 weeks of the training. Knowledge gain was evaluated using pre and post-test scores. Results: The mean (SD) skill and PSPE scores were comparable between the two groups (skill score 51.1 (8.1), 46.5 (7.8), respectively mean difference 4.6; 95% CI -2.1 to 11.3; PSPE-score 80.2 (14.2) vs. 82.9 (10.3); mean difference -2.68; 95% CI -8.35 to 13.71). The mean (SD) knowledge gain was similar in the groups [4.4 (1.9), 5.3 (4.1); mean difference 0.91; 95% CI, -1.81 to 3.64. Conclusion: In junior residents, a one-time SBE session, when compared to conventional task training, did not lead to improvement in the performance of the initial steps of neonatal resuscitation.
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Objective: The study was conducted to evaluate impact of multisource feedback in pediatric residency training. Methods: A crossover study of pediatric residents at Wadia Children’s Hospital was conducted with assessment of core competencies like knowledge, practice-based learning, system-based practice, professionalism, communication skills and interpersonal interaction. After randomization both groups (A and B) were given MSF and traditional feedback, respectively and later the groups were crossed over to other method of feedback. Control faculty assessed both groups at three points – Pre-intervention, after first and after second intervention. Results: There were 16 residents in each group (13,7,7 in first, second and third year of residency, respectively). Both groups had comparable scores in all six competencies at entry point. Group A after MSF showed significant improvement in all six competencies (all P<0.01). No significant improvement was observed in group B after traditional feedback. After cross-over to MSF, group B showed statistically significant improvement in all core competencies. Traditional feedback to group A after crossover showed statistically significant improvement only in knowledge, professionalism and system based practice. Outcome: MSF was beneficial in improving competency based performance scores in pediatric residents.
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Objective:To explore the application effect of formative assessment combined with Ladder type teaching on the teaching of standardized training of nephropathy and endocrinology.Methods:A total of 39 residents who rotated in the Department of Nephrology and Endocrinology, Sichuan Science City Hospital from March 2019 to March 2020 were included in the control group and were taught routinely, and another 42 residents who rotated from April 2020 to April 2021 were classified as a research group and were given formative assessment and Ladder type teaching. The out-department assessment results between the two groups were compared, and the mini-clinical exercise evaluation (Mini-CEX), normal performance assessment and 360-degree evaluation results of the research group when entering and exiting the department were compared. The students' satisfaction with teaching between the two groups was also compared. SPSS 24.0 was used for t test, chi-square test and rank sum test. Results:The scores of theory, skill manipulation and case analysis in the research group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The Mini-CEX score, usual performance assessment score and 360-degree evaluation score in the research group when exiting the department were all higher than those when entering the department, with statistically significant difference ( P<0.05). There were significant differences in the grades distribution of teaching satisfaction degrees between the two groups ( P<0.05), and the total satisfaction rate of the research group was higher than that of the control group. Conclusion:The use of formative assessment combined with Ladder type teaching in the standardized training of nephropathy and endocrinology can significantly improve the scores of the residents and their clinical comprehensive literacy, and increase the satisfaction of teaching, with great value of popularization and application.
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Objective:To explore the role of scenario simulation exercise combined with formative assessment in the teaching of operating room interns.Methods:A total of 86 interns received by the operating room from April 2019 to March 2020 were selected and divided into control group and study group according to the order of internship, with 43 interns in each group. Traditional clinical teaching was used in the control group, and the clinical teaching of scenario simulation exercise combined with formative assessment was used in the study group. The assessment results of theoretical knowledge and operational skills, the changes of clinical comprehensive ability before and after practice and the recognition of teaching were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results:After practice, the scores of theoretical knowledge and operational skills in the study group were significantly higher than those in the control group ( P < 0.05). There was no statistical difference in the scores and total scores of professional knowledge application ability, health education ability, basic skill operation, professional skill operation, evaluation and diagnosis ability, information processing ability, communication and communication ability, adaptability, teamwork ability and professional attitude of the two groups before the internship. After the internship, the above scores and total scores were higher than those before the internship, with statistically significant differences ( P<0.05), and the scores and total scores of the study group were higher than those of the control group ( P<0.05). The total recognition rate of teaching in study group (93.02%, 40/43) was higher than that in the control group (76.74%, 36/43), with statistically significant differences ( P<0.05). Conclusion:The teaching method of scenario simulation exercise combined with formative assessment applied to the practice of physicians in the operating room can significantly improve the mastery level of theoretical knowledge and operational skills, clinical comprehensive ability and recognition of teaching.
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RESUMEN La evaluación como componente del proceso de enseñanza-aprendizaje tiene el propósito de comprobar el grado de cumplimiento de los objetivos formulados en los planes y programas de estudio de la Educación Superior; esto, a su vez, constituye una vía para la retroalimentación y la regulación de dicho proceso. Desde esta perspectiva, se analiza el proceso de la evaluación del aprendizaje desde su función formativa, por ser una de las actividades de mayor relevancia en los contextos educativos universitarios. Mediante ella, es posible determinar los aprendizajes que logra el estudiante y mejorar el proceso de enseñanza. En el contexto universitario cubano, se exigen nuevas transformaciones en la evaluación del aprendizaje en su carácter formativo, por lo que resulta pertinente el diagnóstico de potencialidades y necesidades. El presente artículo tuvo el propósito de analizar los resultados de la evaluación formativa en la carrera licenciatura en Cultura Física y Deporte, específicamente, en la disciplina Teoría y Práctica de la Educación Física, con la aplicación de métodos teóricos y empíricos, tales como: el analítico-sintético, la observación, encuestas, el análisis de documentos y la triangulación metodológica, para lo que se utilizó una muestra de 27 profesores y 133 estudiantes del 2do. año de la carrera. Como resultados del estudio, se detectaron incongruencias y necesidades en el sistema de evaluación para transformar los modos de actuación del profesor y el estudiante por la escasa planificación, organización, regulación y control para la autoevaluación y la coevaluación como formas de potenciar la evaluación formativa.
RESUMO A avaliação como um componente do processo ensino-aprendizagem tem o propósito de verificar o grau de cumprimento dos objetivos formulados nos planos e programas de estudo no Ensino Superior; isto, por sua vez, constitui um meio de retroalimentação e regulamentação deste processo. A partir desta perspectiva, o processo de avaliação da aprendizagem é analisado desde sua função formativa, pois é uma das atividades mais relevantes nos contextos educacionais universitários. Através dele, é possível determinar o aprendizado alcançado pelo aluno e melhorar o processo de ensino. No contexto universitário cubano, são necessárias novas transformações na avaliação da aprendizagem em sua natureza formativa, razão pela qual o diagnóstico de seus potenciais e necessidades é pertinente. O objetivo deste artigo foi analisar os resultados da avaliação formativa no curso de graduação em Cultura Física e Esporte, especificamente na disciplina de Teoria e Prática da Educação Física, com a aplicação de métodos teóricos e empíricos, tais como: analítico-sintético, observação, levantamentos, análise documental e triangulação metodológica, para os quais foi utilizada uma amostra de 27 professores e 133 alunos no segundo ano do curso. Como resultados do estudo, foram detectadas incongruências e necessidades no sistema de avaliação para transformar as formas de atuação do professor e do aluno devido ao escasso planejamento, organização, regulamentação e controle para auto avaliação e co avaliação como formas de reforço da avaliação formativa.
ABSTRACT The evaluation as a component of the teaching-learning process has the purpose of verifying the degree of fulfillment of the objectives formulated in the plans and study programs of Higher Education; this in turn constitutes a way for feedback and regulation of said process. From this perspective, the learning evaluation process is analyzed from its formative function, as it is one of the most relevant activities in university educational contexts, through which it is possible to determine the learning achieved by the student and improve the teaching process. In the Cuban university context, new transformations are required in the evaluation of learning in its formative nature; therefore, the diagnosis of potentialities and needs is pertinent. The present article had the purpose of analyzing the results of the formative evaluation in the Physical Culture and Sport degree, specifically in the discipline Theory and Practice of Physical Education with the application of theoretical and empirical methods such as: analytical-synthetic, observation, surveys, document analysis and methodological triangulation, for which a sample of 27 professors was used, 133 students of the 2nd year of the career. As results of the study, inconsistencies and needs were detected in the evaluation system to transform the modes of action of the teacher and the student, due to the scarce planning, organization, regulation and control for self-evaluation and co-evaluation as ways to enhance formative evaluation.
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RESUMEN El objetivo de este artículo de investigación es conceptualizar la Hoja de vida de lector como instrumento de evaluación formativa al inicio de la Educación Superior: Con el fin lograr tal propósito, el Grupo de Investigación Cultura y Narración en Colombia (Cuynaco) se basa en el paradigma hermenéutico-interpretativo de las Ciencias Sociales y en el método documental de investigación con carácter proyectivo. Por tanto, se realiza, en primer lugar una revisión de la literatura en torno a instrumentos de valoración metacognitiva; por la escasez de investigaciones al respecto, se propone una aproximación al análisis bibliométrico del tema y un diálogo entre los instrumentos de evaluación hallados. En segundo lugar se expone una aproximación teórica alrededor de conceptos tales como Hoja de vida, Lector y Evaluación formativa A partir de lo anterior, surge la definición de Hoja de vida de lector como un instrumento metacognitivo con características formativas particulares en comparación con los existentes.
ABSTRACT The aim of this research article is to conceptualize the Reader Curriculum Vitae as a formative assessment tool for at the beginning of University. In order to achieve this purpose, the Research group Cuynaco bases its study on the Social Science hermeneutical approach and a documentary and projective review. Therefore, first of all, the research group conducts a literature review around metacognitive assessment tools. Due to a few studies, the group proposes an approach to the bibliometric analysis of the topic and a discussion among the found assessment tools. Second, it sets out a theoretical approach around concepts such as Curriculum Vitae, Reader and Formative Assessment. Based on the foregoing, it presents the definition of Reader Curriculum Vitae, as a metacognitive tool with particular formative characteristics, compared with the existing ones.
RESUMO O objectivo deste artigo de investigação é conceptualizar o Currículo do Leitor como um instrumento de avaliação formativa no início do Ensino Superior Para alcançar tal objectivo, o Grupo de Investigação Cultura e Narração na Colômbia (Cuynaco) baseia-se no paradigma hermenêutico-interpretativo das Ciências Sociais e no método documental de investigação com carácter projectivo. Assim, em primeiro lugar é feita uma revisão da literatura sobre instrumentos de avaliação metacognitiva; devido à escassez de investigação sobre o tema, propõe-se uma abordagem à análise bibliométrica do tema e um diálogo entre os instrumentos de avaliação encontrados. Em segundo lugar, é apresentada uma abordagem teórica em torno de conceitos tais como Folha de Vida, Leitor e Avaliação Formativa. Do acima exposto, emerge a definição da Folha de Vida do Leitor como um instrumento metacognitivo com características formativas particulares em comparação com os existentes.
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We developed an education system utilizing virtual reality/augmented reality (VR/AR) technologies for clinical clerkships in emergency medicine. We used a spherical camera to record the scenes of emergency medical treatment, and then added subtitles/captions of clinical information onto the video data to help the learners’ understanding. Before watching the video, learners prepared with basic knowledge for the clinical situations to be addressed. By monitoring line of sight, instructors were able to estimate how far the students understood the situations and give appropriate feedback on the spot. These results suggest that an application of VR/AR technologies combined with preparatory learning materials and measurement of learners’ understanding in watching video provides an interactive and participatory educational context for knowledge acquisition in clinical clerkships. This system can be introduced at low cost and also can grow as a platform shared between teaching facilities.
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Teaching evaluation is an important part of the whole teaching process. In view of the shortcomings of the traditional final assessment, formative assessment has received wide attention from the education community with its characteristics of diverse assessing subjects, diverse assessment contents and diverse assessment tools. This paper introduces formative assessment into flipped classroom, and tries to construct formative assessment index system, which may provide the theoretical basis for the implementation of formative assessment in flipped classroom.
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Summative and formative assessments are two overlapping complementary ways of assessing student progress in regional anatomy teaching and learning. Our present study was designed to create a new holistic assessment system that embraces both summative and formative assessments, and evaluate its impacts on student performance of regional anatomy. A collection of five formative assessment tests were designed and introduced into the teaching process of regional anatomy, and their performances were combined with scores of the summative assessment taken at the end of the semester to form the holistic assessment. And an anonymous survey was conducted to gather student perceptions regarding the assessments. We found, compared to summative assessment scores, students' overall average points are higher by 4.67 points (P<0.05) and 9.23 points (P<0.01) when evaluated by the holistic and formative assessment; formative assessment scores are positively correlated to summative assessment scores, and the Pearson correlation is 0.624. Questionaire investigation showed 57.65 % of the students wishes to be assessed by the holistic assessmen, and 97.9 % of the students think that the holistic assessment can promote the frequency of student-teacher communication, which helps them form the right learning attitude and improve the performance. The results indicated that holistic assessment is a more reflective and practical approach of evaluating student performance in regional anatomy teaching, which can increase studentteacher communication and enhance the self-directed learning among students.
Las evaluaciones sumativas y formativas son dos formas complementarias superpuestas de evaluar el progreso de los estudiantes en la enseñanza y el aprendizaje de la anatomía regional. El presente estudio fue diseñado para crear un sistema nuevo de evaluación integral que abarque tanto las evaluaciones sumativas como las formativas, y evalúe sus impactos en el rendimiento de los estudiantes de la anatomía regional. Se diseñó e introdujo una colección de cinco pruebas de evaluación formativa en el proceso de enseñanza de la anatomía regional, y sus desempeños se combinaron con los puntajes de la evaluación sumativa tomada al final del semestre para formar la evaluación holística. Además, se realizó una encuesta anónima para recopilar las percepciones de los estudiantes con respecto a las evaluaciones. Encontramos que, en comparación con los puntajes de la evaluación sumativa, los puntos promedio generales de los estudiantes son más altos en 4,67 puntos (P <0,05) y 9,23 puntos (P <0,01) cuando se evalúan mediante la evaluación holística y formativa; los puntajes de las evaluaciones formativas se correlacionan positivamente con los puntajes de las evaluaciones sumativas, y la correlación de Pearson es 0,624. La investigación del cuestionario mostró que el 57,65 % de los estudiantes desea ser evaluado por los evaluadores holísticos, y el 97,9 % de los estudiantes piensa que la evaluación holística puede promover la frecuencia de la comunicación entre estudiantes y maestros, útil para formar una actitud correcta de aprendizaje y mejorar el rendimiento. Los resultados indicaron que la evaluación holística es un enfoque más reflexivo y práctico para evaluar el desempeño de los estudiantes en la enseñanza de anatomía regional, lo que puede aumentar la comunicación entre estudiantes y maestros y mejorar el aprendizaje autodirigido entre los estudiantes.
Subject(s)
Humans , Students, Medical/psychology , Educational Measurement/methods , Anatomy, Regional/education , Surveys and Questionnaires , Academic Performance , Correlation of DataABSTRACT
Entre los docentes en formación inicial, hoy en día existe una apreciación generalizada respecto a que hay una brecha demasiado amplia entre los conocimientos teóricos que se transmiten en el aula universitaria, y la práctica real a la que se enfrenta el docente en sus primeros acercamientos al aula escolar. En España, los planes de estudio universitarios orientados a la formación inicial del profesorado, permiten al docente tomar contacto con la realidad educativa a través de la asignatura del Prácticum. No obstante, es justamente en este proceso de prácticas donde el alumnado puede experimentar ese abismo entre teoría y práctica. En el presente artículo, se plantea la evaluación formativa como un medio idóneo y necesario para unir lo aprendido en el aula universitaria, con las demandas diarias que acontecen en el ámbito escolar.
There is today among teachers in initial training a generalized appreciation of the existence of too wide a gap between the theoretical knowledge transmitted in the university classroom and the actual practice faced by teachers in their first approaches to the school classroom. In Spain, university study plans aimed at initial teacher training allow teachers to contact educational reality through the Practicum course. However, it is precisely in this process of practice where students can experience the existence of a gap between theory and practice. In this article, the formative assessment is presented as an ideal and necessary means to unite what has been learned in the university classroom with the daily demands existing in the school environment.
Há hoje entre os professores em formação inicial uma apreciação generalizada da existência de uma lacuna muito grande entre o conhecimento teórico transmitido na sala de aula da universidade e a prática real enfrentada pelos professores em suas primeiras aproximações à sala de aula da escola. Currículos universitários em Espanha, visando à formação inicial dos professores permitem que eles possam entrar em contato com a realidade educativa através da disciplina nomeada Prácticum. Contudo, é precisamente no estágio que os alunos podem experimentar a existência de uma lacuna entre a teoria e a prática. Neste artigo, a avaliação formativa é apresentada como um instrumento ideal e necessário para unir o que foi aprendido na sala de aula universitária com as demandas diárias existentes no ambiente escolar.
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Physical Education and Training , Professional Training , Feedback , Educational MeasurementABSTRACT
Objetivo: establecer si maestros de educación física utilizan sistemas de Evaluación Formativa y Compartida en sus aulas, y observar las ventajas e inconvenientes que supone la implementación de este tipo de evaluación. Método: estudio con diseño de metodología mixta. Se seleccionó una muestra a conveniencia de 17 maestros. Como instrumentos para la obtención de datos se aplicó un cuestionario cerrado con escala tipo Likert y se realizaron entrevistas semi-estructuradas. Resultados y conclusión: se encontró que los docentes sí utilizan sistemas de Evaluación Formativa y Compartida en el aula, y consideran que la ventaja fundamental es que el alumnado se hace consciente y mejora su proceso de enseñanza aprendizaje. Como inconveniente principal, los maestros destacan la carga de trabajo que supone, tanto para el profesorado, como para el alumnado.
Objective: To establish if physical education teachers use formative and shared assessment systems in their classrooms, and to observe the advantages and disadvantages of using this type of assessment. Method: Study with mixed methodology design. A sample of 17 teachers was selected at the convenience. As instruments for obtaining data, a closed questionnaire with a Likert-type scale was applied, and semi-structured interviews were carried out. Results and Conclusion: It was found that teachers do use formative and shared assessment systems in their classrooms, and they consider that the fundamental advantage is that students become aware and improve their teaching-learning process. As the principal disadvantage, teachers highlight the workload that it entails for both, teachers and students.
Objetivo: estabelecer se os professores de educação física usam sistemas de avaliação formativa e compartilhada nas aulas, bem como observar as vantagens e desvantagens que supõe este tipo de avaliação. Método: estudo com desenho de uma metodologia mista. Selecionou-se uma amostra por conveniência de 17 professores. Nessa metodologia foram usados como instrumentos de recolha de dados: um questionário fechado com escala tipo Likert e entrevistas semiestruturadas. Resultados e conclusão: evidenciou-se que os professores usam sistemas de avaliação formativa e compartilhada nas suas aulas e consideram que sua vantagem principal é que os alunos são conscientes e melhoram o seu processo de ensino-aprendizagem. Como principal desvantagem, os professores destacam o volume de trabalho que isso implica tanto para os professores quanto para os alunos.
Subject(s)
Physical Education and Training , Educational Measurement , Education , Teacher TrainingABSTRACT
Objetivo: analizar la comunicación no verbal centrada en el estudio del feedback o retroalimentación en el ámbito de la educación primaria, buscando mejorar la práctica docente. Método: investigación a partir de la acción, tipo estudio de caso, mediante observación a la práctica docente de una estudiante de formación inicial del profesorado de educación física, con un grupo alumnos de 4º grado de educación primaria. La observadora (maestra cooperante) registró en una ficha de control sus valoraciones, y se elaboró un informe con base en sus anotaciones y reflexiones sobre cada sesión, incluyendo posibles mejoras para las siguientes. Para procesar la información se usó el software ATLAS.ti. Resultados: el empleo del feedback en el aula, tanto en número como en tipología, fue incrementando durante el desarrollo de la unidad didáctica. Conclusión: existe una relación entre el tipo de feedback aplicado y el contenido impartido, aunque mayormente predomina el de tipo correctivo.
Objective: To review non-verbal communication focused on the study of feedback in primary education, to improve teaching practice. Method: Research from the action, case study type, by observing the teaching practice of a student of initial teaching training in physical education, with a group of 4th-grade primary school students. The observer (cooperating teacher) recorded her evaluations on a control sheet, and a report based on her notes and reflections on each session was prepared, including possible improvements for the following ones. ATLAS.ti software was used to process the information. Results: The use of feedback in the classroom, both in number and typology, increased during the development of the teaching unit. Conclusion: There is a relationship between the type of feedback applied and the content taught, although the corrective type predominates.
Objetivo: analisar a comunicação não verbal centrada no estudo do feedback ou retroalimentação no âmbito da educação primária, no intuito de melhorar a prática docente. Método: investigação-ação, tipo estudo de caso, através da observação do estágio docente de uma estudante de formação inicial de professorado com um grupo de alunos de 4º de educação primária. A observadora (professora assistente) registrou suas valorações num relatório, feito a posteriori com as respetivas notas e reflexões sobre cada sessão, incluindo possíveis melhorias para as sessões seguintes. Para sistematizar as informações usou-se o software ATLAS.ti. Resultados: o uso do feedback na sala de aula foi aumentando tanto em número quanto em tipologia, à medida que o tempo de desenvolvimento da unidade didática avançava. Conclusão: comprovamos que, apesar de ter havido uma predominância de feedback corretivo, existe uma relação entre o tipo de feedback aplicado e o respetivo conteúdo de ensino.
Subject(s)
Physical Education and Training , Feedback , Education , Teacher TrainingABSTRACT
@#This study carried out at the University of Papua New Guinea investigates undergraduate medical imaging science (MIS) students’ perceptions of the usefulness of individualised feedback using a rubric. In the first semester of 2017, 15 fourth year students in the research proposal design course were assigned to an assessment rubric, which comprised a detailed description of how their work was to be graded. Students were instructed to submit an initial draft of their writing. Electronic feedback was then provided to support the revision process. The benefits of the rubric and feedback were evaluated at the end of the semester using a paper-based survey, which provided participating students with the opportunity to critically reflect on the learning experience. The majority (93.3%) of the students were satisfied that the feedback on their draft proposal assisted their understanding on research methodology concepts which informed their progress with respect to achieving the assessment learning outcomes. This study has demonstrated that the use of a rubric as a formative assessment tool has had a positive impact on students’ learning experience. Reflection on the results of this study will lead to further refinement of the existing rubric and the development of others.
ABSTRACT
Background: Student's assessment is a systemic process of determining the extent to which the student has achieved the desired competency. Mini'Clinical Evaluation Exercise (Mini-CEX) is an assessment tool applicable in broad range of settings. Very little data is available in Indian settings about Mini-CEX in undergraduate. This study has been undertaken to understand its role in formative assessment.Methods: In this interventional study 47 students and 7 faculty of pediatrics participated. Students were assessed for two encounters of Mini-CEX. Assessment was as per Mini-CEX rating form followed by feedback.Results: Mean score range for different competency of data gathering were 1.76 to 2.5 during first mini-CEX and 4.38 to 5.14 during second Mini-CEX. Difference was significant (Cohen's d >0.8). More than 90% of students felt that Mini-CEX is better way to assess clinical skills and would like to be assessed by Mini-CEX. One to one interaction was most important advantage felt about Mini-CEX. Though nearly all faculties felt that Mini-CEX is a better way for assessment half of them disagree to continue using it in future due to time constraints.Conclusions: In this study we found Impact of Mini-CEX in formative assessment is significant to improve clinical competency at undergraduate level. Improvement in Mini-CEX scores in consecutive encounter signifies its role even as Teaching Learning tool. Need to consider issues about its feasibility for Undergraduate level in settings with limited staff strength.
ABSTRACT
Introduction: The present study aims to find the effect of instruction of negative marking in a self-coded MCQ examination on the performance of students in the subject of Pharmacology concerning the raw score, correct score and negative score. Methodology: This longitudinal study was conducted in the Department of Pharmacology. The Second MBBS students were exposed to a self-coded MCQ test twice by surprise. The first test (T1) was given without instructions of negative marking, while during the second test (T2) instructions for negative marking were given. The parameters of the raw score, negative score, corrected score and number of students who did not attempt respective MCQs was calculated. The number of students passing with modified Minimum Passing Level was calculated was compared with conventional Minimum Passing Level. Results:Sixty-seven students participated in the study. There was a statistically significant decrease in the raw score in the T2, while an increase in the negative score when compared with T1. The number of non-attempted questions was increased in T2. There was a statistically significant difference in the number of students passed concerning raw score in T1 and T2, while no such difference was seen concerning Negative score and Corrected score. Conclusion:The Corrected score and Negative score are not affected by the minimum passing level, indicating a better parameter of scoring than the raw score. Hence, the use of Negative score or Corrected score should be encouraged rather than the use of conventional Raw score.