在COVID-19大流行期间的形成性评估:一项关于医学学生表现和经验的观察性研究
Vanessa Lavallard1, Bernard Cerutti1,2, Marie-Claude Audétat-Voirol1,2
1Faculty of Medicine, University of Geneva, Geneva, Switzerland.
MedEdPublish (2016)
|November 9, 2023
概括
医学院的学生 医学院的学生
科学领域:
- 医学教育 医学教育
- 评估和评价的评估和评估.
背景情况:
- 由于COVID-19大流行,2020年医疗检查的在线评估需要从总结性转变为形成性.
- 这种转变影响了传统的总结性考试格式.
研究的目的:
- 评估医学学生在强制性形成性在线评估中的表现.
- 分析学生的自我评估准确度及其对从总结性到形成性评估方法的转变的看法.
主要方法:
- 包括从2年级到5年级的648名医学学生.
- 允许学生重复考试多达两次,并提供表现自我评价和反.
- 利用在线调查来衡量学生对教育重组的看法,特别是评估格式的变化.
主要成果:
- 经过多次尝试,观察到显著的得分改善和时间缩短.
- 超过一半的学生低估了自己的表现,性别和表现水平影响了自我评估的准确性.
- 学生们普遍赞成成型方法,报告减少了压力,但也减少了学习动机.
结论:
- 有反的重复尝试提高了医学学生的表现,突出了学习时间和重新测试机会的价值.
- 学习动机的下降和有限的重复使用表明,总结性评估可能会积极影响学习参与度.
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