Do students achieve the desired learning goals using open-book formative assessments?

Minder, Stefan P.; Weibel, David; Wissmath, Bartholomäus; Schmitz, Felix M. (2018). Do students achieve the desired learning goals using open-book formative assessments? International journal of medical education, 9, pp. 293-301. International Journal of Medical Education, Nottingham 10.5116/ijme.5bc6.fead

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Objectives: The present study aimed to examine whether medical students benefit from an open-book online formative assessment as a preparation for a practical course.

Methods: A between-subjects experimental design was used: participants – a whole cohort of second-year medical students (N=232) – were randomly assigned to either a formative assessment that covered the topic of a subsequent practical course (treatment condition) or a formative assessment that did not cover the topic of the subsequent course (control condition). Course-script-knowledge, as well as additional in-depth-knowledge, was assessed.

Results: Students in the treatment condition had better course-script knowledge, both at the beginning, t(212) = 4.96, p < .01, d = 0.72., and in the end of the practical course , t(208) = 4.80, p < .01, d = 0.68. Analyses of covariance show that this effect is stronger for those students who understood the feedback that was presented within the formative assessment, F(1, 213)=10.17, p<.01. Additionally, the gain of in-depth-knowledge was significantly higher for students in the treatment condition compared to students in the control condition, t(208) = 3.68., p < .05, d = 0.72 (0.51).

Conclusions: Students benefit from a formative assessment that is related to and takes place before a subsequent practical course. They have a better understanding of the topic and gain more in-depth-knowledge that goes beyond the content of the script. Moreover, the study points out the importance of feedback pages in formative assessments.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology
07 Faculty of Human Sciences > Institute of Psychology > Cognitive Psychology, Perception and Methodology

UniBE Contributor:

Weibel, David; Wissmath, Bartholomäus and Schmitz, Felix

Subjects:

100 Philosophy > 150 Psychology

ISSN:

2042-6372

Publisher:

International Journal of Medical Education, Nottingham

Language:

English

Submitter:

David Weibel

Date Deposited:

04 Dec 2018 10:33

Last Modified:

23 Oct 2019 19:05

Publisher DOI:

10.5116/ijme.5bc6.fead

PubMed ID:

30457974

BORIS DOI:

10.7892/boris.121695

URI:

https://boris.unibe.ch/id/eprint/121695

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