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

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.