Effects of Assessment and Examination on Learning of Students
Author(s)
Dr.Maryam Nawaz Malik , Dr. Iqra Afzal , Dr. Hafiza Sameeya Shehzadi ,
Download Full PDF Pages: 61-64 | Views: 1440 | Downloads: 255 | DOI: 10.5281/zenodo.3455938
Abstract
Since medical education gives long-standing emphasis on assessments, it seems crucial to evaluate whether our current focus on testing makes sense. This report seeks to provide an account of learning gains attained through assessments and examinations, so we evaluate the views of medical students in a medical college that optimally utilizes educational assessments. For this purpose cross-sectional study was performed in which sample was randomly selected from 2nd, 3rd and 4th year. The results obtained showed that most of the students found these assessments helpful in their learning process and they performed well in their professional examinations. So we conclude that assessments and examinations have a positive effect on student’s learning and they should take optimally.
Keywords
Learning effects, Assessment effects, Mode of testing, Professional evaluation, Frequency of testing
References
i. Bekkink, M. O., Donders, R., van Muijen, G. N. P., & Ruiter, D. J. (2012). Challenging medical students with an interim assessment: A positive effect on formal examination score in a randomized controlled study. Advances in Health Sciences Education, 17, 27–37.
ii. Cohen, J. (1973). Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and Psychological Measurement, 33, 107–112.
iii. Cohen, J. (1988). Statistical power for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
iv. H. M. (1982). Scientific guidelines for conducting integrative research reviews. Review of Educational Research, 52, 291–302.
v. Donnon, T., Paolucci, E. O., & Violato, C. (2007). The predictive validity of the MCAT for medical school performance and medical board licensing examinations: A meta-analysis of the published research. Academic Medicine, 82, 100–106.
vi. Glover, J. A. (1989). The ‘‘testing’’ phenomenon: not gone but nearly forgotten. Journal of Educational Psychology, 81, 392–399.
vii. Halpin, G., & Halpin, G. (1982). Experimental investigation of the effects of study and testing on student learning, retention, and rating of instruction. Journal of Educational Psychology, 74, 32–38.
viii.Julian, E. R. (2005). Validity of the Medical College Admission Test for predicting medical school performance. Academic Medicine, 80, 910–917.
ix. Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528–558.
x. Kreiter, C. D., & Kreiter, Y. (2007). A validity generalization perspective on the ability of Undergraduate GPA and the Medical College Admission Test to predict important outcomes. Teaching and Learning in Medicine, 19, 95–100.
xi. Kromann, C. B., Bohnstedt, C., Jensen, M. L., & Ringsted, C. (2010). The testing effect on skill learning might last 6 months. Advances in Health Science Education Theory and Practice, 15, 395–401.
xii. Kromann C,Jensen M, Ringsted C. The effect of testing on skills learning. Med educ 2009;43:21-7
xiii.Kromann, C. B., Jensen, M. L., & Ringsted, C. (2009). The effect of testing on skills learning. Medical Education, 43, 21–27.
xiv.Kulik, J. A., & Kulik, C. C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58, 79–97.
xv. Larsen, D. P., Butler, A. C., & Roediger, H. L. I. I. I. (2009). Repeated testing improves long-term retention relative to repeated study: A randomized controlled trial. Medical Education, 43, 1174–1181.
xvi.Larsen DP, Butler AC, roediger HL III. Test-enhanced learning in medical education. Med educ 2008;42:959-66
xvii. Levine, T. R., & Hullett, C. R. (2002). Eta squared, partial eta squared, and misreporting of effect size communication research. Human Communication Research, 28, 612–625.The overall impact of testing 843-123
xviii. McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513.
xix.McDaniel, M. A., & Fisher, R. P. (1991). Tests and test feedback as learning sources. Contemporary Educational Psychology, 16, 192–201.
xx. Norman, G., & Eva, K. W. (2008). Quantitative research methods in medical education. Edinburgh:Association for the Study of Medical Education.
xxi.Phelps, R. P. (2011). The effect of testing on achievement: Meta-analyses and research summary, 1910–2010: Source list, effect sizes, and references for quantitative studies. Nonpartisan Education Review/Resources. Retrieved September, 2011 from. http://npe.educationnews.org/Review/Resources/QuantitativeList.htm.
xxii. Reibnegger, G., Caluba, H. C., Ithaler, D., Manhal, S., Neges, H. N., & Smolle, J. (2010). Progress of medical students after open admission or admission based on knowledge tests. Medical Education, 44,205–214.
xxiii. Robinson, P. (1972). Contingent systems of instruction, ED069704 (TM002156). Paper presented at the Rocky Mountain Psychological Association Convention.
xxiv. Roediger, H. L., & Karpicke, J. D. (2006). Test enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255.
xxv. Roediger HL III, Matsh EJ. The positive and negative consequences of multiple choice testing. J exp Psychol Learn Mem COgn 2005;31:1155-9
xxvi. Sechrest, L., & Yeaton, W. H. (1982). Magnitude of experimental effects in social science research.
xxvii. Evaluation Review, 6, 579–600.
Cite this Article: