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Tracking response flexibility in high-stakes summative assessments: A longitudinal student perspective.

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Area of Science:

  • Medical Education
  • Psychology of Learning

Background:

  • Perceiving assessments as learning tools requires cognitive flexibility.
  • Understanding the developmental trajectory of student perspectives on assessment is crucial.

Purpose of the Study:

  • To investigate the maturation of the student perspective on assessment as learning.
  • To explore the flexibility of student responses throughout medical school.

Main Methods:

  • Longitudinal study over 6 years with 12 medical students.
  • Mixed-methods design: association tests, focus group interviews, questionnaires.
  • Discourse analysis integrated with viewpoint and behavior data.

Main Results:

  • Early in training, students exhibited rigid responses to assessments.
  • Workplace learning fostered a more flexible, learning-oriented view of assessment.
  • High-stakes summative assessments during clinical rotations challenged adaptive behaviors.

Conclusions:

  • Undergraduate students often avoid challenging thoughts and feelings related to assessments.
  • Developing skills for effective and flexible responding is essential for students' success.
  • Future research should focus on equipping students with adaptive strategies for high-stakes assessments.