Does 'summative' count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing.

Autor: van Wijk EV; Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands., van Blankenstein FM; Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands., Donkers J; School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands., Janse RJ; Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, The Netherlands., Bustraan J; Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands., Adelmeijer LGM; Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands., Dubois EA; Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands., Dekker FW; Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, The Netherlands., Langers AMJ; Department of Gastroenterology and Hepatology, Leiden University Medical Center, Albinusdreef 2, 2333 ZA, Leiden, The Netherlands. a.m.j.langers@lumc.nl.
Jazyk: angličtina
Zdroj: Advances in health sciences education : theory and practice [Adv Health Sci Educ Theory Pract] 2024 Nov; Vol. 29 (5), pp. 1665-1688. Date of Electronic Publication: 2024 Mar 19.
DOI: 10.1007/s10459-024-10324-4
Abstrakt: Despite the increasing implementation of formative assessment in medical education, its' effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an online PT feedback system (n = 618), and qualitative interview data (n = 21) to compare feedback use, and test-taking motivation between the formative PT-group (n = 316), and the summative PT-group (n = 302). Self-reported, and actual feedback consultation was higher in the summative PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived the formative PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after the formative PT. In contrast, learning-oriented students valued the formative PT, and used it for self-study or self-assessment to gain feedback. Our results indicate that most students are less motivated to put effort in the test, and use feedback when there are no direct consequences. A supportive assessment environment that emphasizes recognition of the value of formative testing is required to motivate students to use feedback for learning.
(© 2024. The Author(s).)
Databáze: MEDLINE
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