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“Summative Assessment is a Waste of Time!” Students’ and Teachers’ Perceptions of an Assessment Programme

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“Summative Assessment is a Waste of Time!” Students’ and Teachers’ Perceptions of an Assessment Programme

  1. 1. “Summative Assessment is a Waste of Time!” Students’ and Teachers’ Perceptions of an Assessment Programme A Qualitative study in a PBL Curriculum Dr. Hanan Al Kadri Dr. Mohamed Al Moamary KSAU-HS, COM. Saudi Arabia Prof Cees van der Vleuten Maastricht University. Netherlands
  2. 2. • Assessment affects what students learn • Assessment affects how students learn • Effects of assessment on learning been reported • Students’ approaches to learning and their retention of knowledge differ • Learning environment • Assessment methods • Controversies on its effect on deep approach Introduction
  3. 3. Objectives • Understand how and why students differ in their approaches to learning • Understand how assessment affects deep learning • Which barriers stand in the way of good assessment and learning
  4. 4. Method • Phenomenological study • Examine what happens when students direct their study strategies to fit with assessment • How students and teachers experienced the assessment programme • We explored students’ perceptions in 7 semi- structured group interviews • Teachers perception in 12 semi-structured individual interviews
  5. 5. Study Setting • KSAU-HS, COM, Riyadh, SA • KAMC, a 900-bed tertiary care centre • Nov 2007 to March 2008 • PBL curriculum • Four-year graduate entry programme
  6. 6. Assessment Programme
  7. 7. Method cont’d. Study population • Stepwise purposeful sampling • Clinical years • Each interviews attended by 4 students • Twelve teachers out of the pool of clinical years block directors and clinical supervisors Data collection • Experiences with the assessment programme • Its effect on learning activities and strategies • Each interview lasted for about 30-75 minutes. • Reached saturation • Voice taped and transcribed
  8. 8. Data Analysis • Atlas-ti (Version 5.2) • Line by line scrutiny of the transcript • Themes were identified • Refined in a cyclic analytical process • Investigators' triangulation • Member checking
  9. 9. Results Students’ and teachers’ perceptions of the assessment programme • 28 students interviewed in seven focus group interviews • Mean age and mean GPA at graduation were similar between participating and non-participating students • 12 teachers were interviewed • Four themes were generated Summative assessment Formative assessment Continuous assessment Curriculum objectives
  10. 10. Summative Assessment • Preferred summative as discriminating factor • Didn’t agree upon its effect on future performance • Doubtful opinion on the role of summative assessment in graduating better practicing doctors • Were not able to decide the superiority of summative or formative assessment
  11. 11. Summative Assessment cont’d. • Summative assessment caused anxiety This stressful situation makes them resort to sporadic, patchy reading neglect the exam resulting marks • Summative assessment had no driving role in their learning, unfair, carries no educational message and waste of time! • In reaction to this students became marks hunters, practicing several studying strategies holistic reading strategic and selective reading selected objectives, preferences, type of exam, supervisors personality
  12. 12. Formative Assessment • Majority of students preferred formative • Helped to identify their learning objectives and improve their study strategy • Teachers didn’t decline the importance of formative assessment • Teachers thought that it is time consuming, increasing it will a be waste of time! • Teachers took into consideration the effect of the college’s education culture on the implementation of formative assessment
  13. 13. Continuous Attachment-related Assessment • Was preferred by the students encourage them to read keep up to the maximum the best way to monitor the students • Its weight should be sufficient to stimulate clinical learning • Most of the teachers agreed with the students
  14. 14. Curriculum Objectives • Assessment that reflects the curriculum’s objectives considered to be fair and reliable • Assessment should not be standardised • Teachers noted various objectives problems • Awareness of the objectives is a must
  15. 15. Conclusion • Assessment affects students perception to learning and how do they learn • These effects are not uniformly positive • Summative assessment programme offers little inducement to engage in deep learning • Students showed a clear preference for formative and continuous assessment, which may foster a deeper approach to learning
  16. 16. Conclusion cont’d • It is important to be aware of differing views being held by students and teachers • Faculty improvement program and faculty time are important infra structure for formative assessment implementation • Efforts to achieve more clinically relevant assessment with adequate balance between its various types is required • Research are needed to decide this balance

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