A model of the pre-assessment learning effects of summative assessment in medical education

Simple item page
dc.contributor.authorCilliers F.J.
dc.contributor.authorSchuwirth L.W.T.
dc.contributor.authorHerman N.
dc.contributor.authorAdendorff H.J.
dc.contributor.authorvan der Vleuten C.P.M.
dc.date.accessioned2012-04-12T08:13:00Z
dc.date.available2012-04-12T08:13:00Z
dc.date.issued2012
dc.description.abstractIt has become axiomatic that assessment impacts powerfully on student learning. However, surprisingly little research has been published emanating from authentic higher education settings about the nature and mechanism of the pre-assessment learning effects of summative assessment. Less still emanates from health sciences education settings. This study explored the pre-assessment learning effects of summative assessment in theoretical modules by exploring the variables at play in a multifaceted assessment system and the relationships between them. Using a grounded theory strategy, in-depth interviews were conducted with individual medical students and analyzed qualitatively. Respondents' learning was influenced by task demands and system design. Assessment impacted on respondents' cognitive processing activities and metacognitive regulation activities. Individually, our findings confirm findings from other studies in disparate non-medical settings and identify some new factors at play in this setting. Taken together, findings from this study provide, for the first time, some insight into how a whole assessment system influences student learning over time in a medical education setting. The findings from this authentic and complex setting paint a nuanced picture of how intricate and multifaceted interactions between various factors in an assessment system interact to influence student learning. A model linking the sources, mechanism and consequences of the pre-assessment learning effects of summative assessment is proposed that could help enhance the use of summative assessment as a tool to augment learning. © 2011 The Author(s).
dc.identifier.citationAdvances in Health Sciences Education
dc.identifier.citation17
dc.identifier.citation1
dc.identifier.citation39
dc.identifier.citation53
dc.identifier.issn13824996
dc.identifier.other10.1007/s10459-011-9292-5
dc.identifier.urihttp://hdl.handle.net/10019.1/20474
dc.subjectDeterminants of action
dc.subjectHealth sciences education
dc.subjectHigher education
dc.subjectLearning effects of assessment
dc.subjectMechanism of impact
dc.subjectMedical education
dc.subjectModel
dc.subjectPre-assessment effects
dc.subjectSource of impact
dc.subjectSummative assessment
dc.titleA model of the pre-assessment learning effects of summative assessment in medical education
dc.typeArticle
Files
Collections
Stellenbosch University - Scopus Publications