Comparison of the evaluation of formative assessment at two medical faculties with different conditions of undergraduate training, assessment and feedback.

GMS Journal for Medical Education
Katrin Schüttpelz-BraunsMichaela Zupanic

Abstract

Introduction: Both formative and summative assessments have their place in medical curricula: formative assessment to accompany the learning process and summative assessment to ensure that minimum standards are achieved. Depending on the conditions of undergraduate training, assessment and feedback, students place more or less importance on formative assessment, and thus the fulfilment of its function may be questionable. This study describes how the low-stakes formative Berlin Progress Test (BPT) is embedded at two medical faculties with partially different framework conditions and what effects these have on the students' testing efforts and the evaluation of the test, especially the perception of its benefits and (intangible) costs, such as non-participation in contemporaneous activities and emotional impairments. Methods: In this study, the proportion of non-serious BPT participants at two medical faculties (total sample: NF1=1,410, NF2=1,176) in winter term 2015/16 was determined both by the number of unanswered questions on the test itself and in a survey using a standardized instrument (NF1=415, NF2=234). Furthermore, open questions were asked in this survey about perceived benefits and perceived costs, which were analyze...Continue Reading

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