Exploring the impact of assessment on medical students’ learning

Preston, Robyn, Gratani, Monica, Owens, Kimberley, Roche, Poornima, Zimanyi, Monika, and Malau-Aduli, Bunmi (2020) Exploring the impact of assessment on medical students’ learning. Assessment and Evaluation in Higher Education, 45 (1). pp. 109-124.

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What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students’ perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with students’ performance data and academic coordinators’ perceptions. Students’ perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the students’ suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice.

Item ID: 58788
Item Type: Article (Research - C1)
ISSN: 1469-297X
Keywords: assessment, medical students, perceptions, learning, performance, examinations, feedback
Copyright Information: © 2019 The Author(s)
Date Deposited: 09 Jul 2019 01:28
FoR Codes: 39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation @ 100%
SEO Codes: 92 HEALTH > 9299 Other Health > 929999 Health not elsewhere classified @ 80%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 20%
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