你得到的是你所得到的奖励:一种定性研究,探讨了医学学生在2个不同的评估系统中的参与
概括
医学学生根据系统设计不同地参与评估. 程序性评估促进了对学习的真实参与,而传统的评分可能会导致优先考虑形象而不是真正的理解.
科学领域:
- 医学教育 医学教育
- 评估设计 评估设计
- 学生参与理论 学生参与理论
背景情况:
- 学生的参与对于教育影响至关重要.
- 评估设计影响学生的注意力和努力.
- 我们对医学学生如何参与评估的理解有限.
研究的目的:
- 调查医学学生如何参与评估过程和数据.
- 为了比较参与传统阶级分级与计划性评估系统的参与.
主要方法:
- 多机构,横截面的构造主义基于理论的研究.
- 涉及两个机构的四年级医学学生.
- 利用以参与理论为指导的半结构面试,然后进行定性分析.
主要成果:
- 确定了三个参与领域:情感,认知和行为.
- 受评估影响的参与作为社会文化价值陈述.
- 认知负载和权力/控制位置成为关键因素.
结论:
- 学生对评估目标,认知负担和人际关系的信念会影响参与.
- 传统的分级系统可能会鼓励优先考虑形象而不是学习.
- 程序性评估系统促进了更真实的学习参与.
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