|
Title:
|
THE NEED OF FULL-FEATURED WEB-BASED FORMATIVE ASSESSMENT IN A MEDICAL PBL-CURRICULUM: STUDENTS', LECTURERS' AND THEORY'S VIEW |
|
Author(s):
|
Stefan P. Minder, Felix M. Schmitz, Sissel Guttormsen Schär |
|
ISBN:
|
978-972-8939-28-1 |
|
Editors:
|
Kinshuk, Demetrios G Sampson, J. Michael Spector, Pedro Isaías, Dirk Ifenthaler, Radu Vasiu |
|
Year:
|
2010 |
|
Edition:
|
Single |
|
Keywords:
|
Formative assessment, feedback, medical curriculum, exam |
|
Type:
|
Full Paper |
|
First Page:
|
184 |
|
Last Page:
|
192 |
|
Language:
|
English |
|
Cover:
|
|
|
Full Contents:
|
click to dowload 
|
|
Paper Abstract:
|
The Medical Faculty of the University of Bern provides formative assessments in the form of self-tests, accompanied by their respective correct answers. This type of formative assessment is lacking both the central aspects of feedback to students regarding their performance referred to in the literature, and tutors awareness of this data. The latter feature would provide the possibility to adjust and optimize teaching accordingly. In order to tackle a system change towards on-line formative assessments with feedback, medical students and tutors were questioned regarding current and future formative assessments. The data shows a distinct discrepancy between students and tutors: Students rated current formative assessments significantly worse than tutors and expect higher enhancements regarding future on-line formative assessments. However, both groups would welcome a system change bringing about feedback, with impact on teaching. The question remains of how formative assessments need to be revised to meet the requirements concerning didactic effect. |
|
|
|
|
|
|
