Presentation Description
Mahwish Arooj1
1 AMEE
1 AMEE
Background:
Feedback plays a pivotal role in the field of education, serving as a powerful tool to enhance learning outcomes and student performance. While extensive research exists on the general importance of feedback, a noticeable gap exists in the literature regarding its potential as a dedicated assessment tool, particularly within the context of Pakistan's education system.
Feedback plays a pivotal role in the field of education, serving as a powerful tool to enhance learning outcomes and student performance. While extensive research exists on the general importance of feedback, a noticeable gap exists in the literature regarding its potential as a dedicated assessment tool, particularly within the context of Pakistan's education system.
In Pakistan, as in many other educational contexts, assessment is primarily used as a measure of student performance rather than a strategic instrument for enhancing learning. Therefore, this study seeks to investigate the overlooked area of utilising feedback as an assessment tool, aiming to bridge the gap between its theoretical significance and practical application.
This cross-sectional study was designed to analyze changes in Mid Stake Examination scores over time. A comparison was made between students who attended feedback sessions and those who did not. To assess the relationship between attendance at feedback sessions and exam scores, a Chi-square test was applied.
The results indicated that for the 1st, 2nd, and 3rd years, the calculated p-values were all less than 0.5, suggesting a statistically significant association between attending feedback sessions after low stake assessments (LSA) and exam scores. In contrast, for the 4th year, the calculated p-value exceeded 0.5, indicating that attending feedback sessions after LSA did not have a significant impact on exam scores for this group.
The outcomes of this study highlight the value of using feedback as a strategic assessment tool, especially during the initial or basic years. It highlights the importance of timely and helpful feedback sessions that accommodate students changing needs throughout the duration of their academic careers.
Conclusion:
This study highlights the significance of specific feedback and advocates for the exploration of different feedback approaches, as the development of a feedback-centred culture can create opportunities for ongoing student improvement.
This study highlights the significance of specific feedback and advocates for the exploration of different feedback approaches, as the development of a feedback-centred culture can create opportunities for ongoing student improvement.
References (maximum three)
Educators and institutions should consider strategically integrating timely and constructive feedback sessions as a core component of their assessment strategies, especially in earlier academic years.
Future research could delve into identifying specific factors contributing to the varying impact of feedback on different academic year levels. Conducting longitudinal studies with extended follow-up periods can reveal the long-term effects of integrating feedback as an assessment tool
Bakke, B. M., Sheu, L., & Hauer, K. E. (2020). Fostering a feedback mindset: a qualitative exploration of medical students’ feedback experiences with longitudinal coaches. Academic Medicine, 95(7), 1057-1065
McGinness, H. T., Caldwell, P. H., Gunasekera, H., & Scott, K. M. (2020). An educational intervention to increase student engagement in feedback. Medical Teacher, 42(11), 1289-1297.
Preston, R., Gratani, M., Owens, K., Roche, P., Zimanyi, M., & Malau-Aduli, B. (2020). Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 45(1), 109-124.