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On being examined: do students and faculty agree?

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Student and faculty perceptions of examinations in health sciences programs reveal shared values in diverse assessment methods and feedback. However, significant differences exist regarding rubrics, exam format choice, creativity assessment, and knowledge transfer.

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Area of Science:

  • Health Sciences Education
  • Educational Psychology
  • Assessment and Evaluation

Background:

  • Examinations are a critical component of academic life, influencing student progression and learning experiences.
  • Understanding the differing perspectives of students and faculty on assessment is crucial for effective educational practices.

Purpose of the Study:

  • To explore and compare student and faculty perceptions of examinations within an undergraduate health sciences program.
  • To identify areas of agreement and disagreement regarding various aspects of assessment design and implementation.

Main Methods:

  • A 15-item survey was administered to 526 undergraduate students and 33 faculty members in a health sciences program.
  • A follow-up questionnaire was used to clarify interpretations of specific survey statements.
  • Data were collected using a 10-point Likert scale for agreement levels.

Main Results:

  • Both students and faculty agreed on the importance of varied assessment methods, problem-solving, conceptual understanding, logical reasoning, open-ended questions, and exam comments.
  • Discrepancies were noted in views on rubrics, student choice of exam format, assessment of creativity, and the transfer of learning to new situations.
  • A strong consensus existed that exams should enhance the learning experience and prepare students for future challenges.

Conclusions:

  • While students and faculty share common ground on the fundamental purposes of assessment, specific pedagogical approaches elicit differing opinions.
  • Addressing these divergent views on assessment design and implementation can lead to more effective and student-centered evaluation in health sciences education.
  • Future research should explore strategies to bridge these perception gaps to optimize learning outcomes and future preparedness.