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Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative

Deborah Jones1, Se-Lim Oh1

  • 1Department of Advanced Oral Sciences and Therapeutics, School of Dentistry, University of Maryland, Baltimore, MD, USA.

Journal of Medical Education and Curricular Development
|March 22, 2024
PubMed
Summary
This summary is machine-generated.

Formative assessment using case-based constructed-response questions (CRQs) improved student performance in periodontics. Higher CRQ scores correlated with better final exam results, indicating the value of this assessment method.

Keywords:
constructed-response questionsformative assessmentpreclinical educationsummative assessment

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Area of Science:

  • Dental Education
  • Periodontics
  • Medical Education Assessment

Background:

  • Traditional assessments may not fully capture clinical reasoning skills.
  • Formative assessments provide opportunities for feedback and improvement.
  • Case-based constructed-response questions (CRQs) can simulate clinical scenarios.

Purpose of the Study:

  • To evaluate the impact of formative assessment using case-based CRQs on student performance in a second-year periodontics course.
  • To determine the correlation between formative assessment scores and final summative assessment performance.
  • To identify predictors of success on the final examination.

Main Methods:

  • Implemented classroom quizzes with case-based CRQs as formative assessments.
  • Provided individual feedback from the course director on CRQ responses.
  • Utilized Friedman test and multiple linear regression (MLR) to analyze student performance data (N=128).

Main Results:

  • Mean scores on formative (51%) and midterm (84%) exams were significantly lower than the final exam (87%).
  • The number of students failing the final exam (6) was significantly lower than the midterm exam (16).
  • Formative and midterm exam scores significantly predicted final exam performance; gender and time spent were not correlated.

Conclusions:

  • Student performance on case-based CRQs is positively correlated with performance on the summative assessment.
  • Formative assessment with case-based CRQs appears to be an effective strategy for enhancing student learning in periodontics.
  • The findings support the integration of case-based CRQs into dental education curricula.