Short-answer questions and formula scoring separately enhance dental student academic performance
R Neal Pinckard1, C Alex McMahan, Thomas J Prihoda
1Department of Pathology, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
Journal of Dental Education
|May 3, 2012
Summary
Introducing un-cued short-answer questions and correction-for-guessing scoring in oral and maxillofacial pathology assessments significantly improved dental students
Area of Science:
- Dental Education
- Medical Education Assessment
Background:
- Oral and maxillofacial pathology course assessments traditionally relied on multiple-choice questions.
- Previous academic performance indicated comparable cohorts of second-year dental students.
- Curricular content and teaching methods remained consistent across the four study years.
Purpose of the Study:
- To evaluate the impact of modified assessment strategies on dental student performance.
- To determine if qualitative changes in examinations improve academic achievement.
Main Methods:
- Compared numerical course scores of four successive dental student classes over four years.
- Introduced un-cued short-answer questions and correction-for-guessing scoring for multiple-choice questions.
- Utilized a prerequisite general pathology course with consistent assessment for cohort comparability.
Main Results:
- Both un-cued short-answer questions and correction-for-guessing scoring independently led to significant score improvements.
- Students in classes with modified assessments achieved higher numerical course scores.
- No changes were made to the course content or emphasis.
Conclusions:
- Qualitative changes in assessment procedures can enhance student academic performance.
- Modified examination formats positively influence student behavior and outcomes.
- Assessment strategies are crucial for improving educational effectiveness in pathology courses.
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