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Assessment for Learning with Ungraded and Graded Assessments
Karly A Pippitt1,2, Kathryn B Moore3, Janet E Lindsley4,5
1Department of Family and Preventive Medicine, University of Utah School of Medicine, 317 Chipeta Way, Suite A, Salt Lake City, UT 84108 USA.
Medical Science Educator
|October 24, 2022
Summary
Ungraded quizzes did not harm medical student performance on final exams or Step 1. This combination assessment model effectively promotes assessment for learning.
Area of Science:
- Medical Education
- Educational Assessment
Background:
- Assessment for learning offers numerous benefits for student development.
- However, high-stakes assessments remain a significant part of medical training.
- The impact of a combined assessment model, using both graded and ungraded components, on learning outcomes is not well understood.
Purpose of the Study:
- To investigate the effect of removing quiz scores from final course grades on medical student performance.
- To determine if a combination of graded and ungraded assessments can enhance assessment for learning.
Main Methods:
- A quasi-experimental design compared two cohorts of medical students (MS2017-MS2018 vs. MS2020).
- The earlier cohort had quiz scores contributing to course grades, while the later cohort had ungraded quizzes.
- Performance on quizzes, final examinations, and USMLE Step 1 were compared using independent samples t-tests.
Main Results:
- No significant difference in quiz performance was observed between the graded and ungraded quiz groups.
- Students in the ungraded quiz cohort scored significantly higher on final examinations (4% increase) and USMLE Step 1 (11 points higher) compared to the graded quiz cohort.
- Qualitative feedback from students and faculty was positive, indicating improved relationships.
Conclusions:
- Shifting to ungraded quizzes as part of a combined assessment strategy did not negatively impact, and may improve, student performance on high-stakes evaluations.
- This model effectively promotes assessment for learning by reducing pressure on individual assessments while maintaining overall academic rigor.
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