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Presentation Description
Johanna Klutmann1
Constanze Dietzsch1, Ute Schlasius-Ratter2, Alexander Oksche2, Sara Volz-Willems1, Johannes Jäger1 and Fabian Dupont1
1 Department of Family Medicine, Saarland University
2 German Institute for State Examinations in Medicine, Pharmacy, Dentistry and Psychotherapy (IMPP), Mainz, Germany
Constanze Dietzsch1, Ute Schlasius-Ratter2, Alexander Oksche2, Sara Volz-Willems1, Johannes Jäger1 and Fabian Dupont1
1 Department of Family Medicine, Saarland University
2 German Institute for State Examinations in Medicine, Pharmacy, Dentistry and Psychotherapy (IMPP), Mainz, Germany
Background:
As digitized assessments become increasingly prevalent, understanding their impact on educational practices is crucial [1,2]. While educators' perspectives have been extensively discussed, little is known about how students perceive this shift [3]. Prior evaluations of tablet- based assessments have revealed students' desire for prompt feedback. This study explores and compares student perspectives on receiving just-in-time formative and summative feedback during tablet-based multiple-choice-question(MCQ) assessments.
Summary-of-Work:
This mixed-methods study comprises two consecutive qualitative (inductive-content-analysis) and quantitative data collection points during the Family Medicine MCQ-tablet-based-exam (year5). Cohort-1 (n=97) received preliminary summative results at the end of the exam, while cohort-2 (n=116) received formative feedback during key feature MCQs. Both cohorts were asked to reflect on their choice and their perceptions and feelings about this new feedback opportunity.
Results:
Distinct categories were generated for each research question. The most common motivation for seeking summative feedback was "Mental closure," while the most prevalent emotion was "Very positive," reflecting enthusiasm in reducing fear or seeking positive reinforcement. Formative feedback was perceived primarily as "Confirmation/Reinforcement" of previously learned content. (To be completed)
Discussion:
German students seem to appreciate the concept of mental closure and reduction of post-exam anxiety with summative feedback, as well as the confirmation of correct thought processes with formative feedback during digital exams. While in line with our hypothesis, it remains unclear if students consciously recognize the formative effect of assessment for learning as a valuable learning opportunity.
Conclusions:
This study highlights the differences and similarities in students' perception of summative and formative feedback during digital MCQ assessments. It represents an initial step in transitioning towards "digital assessment for learning" in the German medical curriculum.
Take-Home Messages:
Germany's behavioristic approach to education and the influence of culture and social expectations may necessitate further evaluation in future research efforts concerning summative and formative assessments.
References (maximum three)
1. Egarter S, Mutschler A, Tekian A, Norcini J, Brass K. Medical assessment in the age of digitalisation. BMC Medical Education. 2020;20(1).
2. Al-Wardy NM. Assessment methods in undergraduate medical education. Sultan Qaboos Univ Med J. 2010;10(2):203-9.
3. Sehy V, Struzena J, März M. Wie wünschst du dir dein Feedback? Das neue Wissensprofil des Progress Test Medizin. In: Jahrestagung
der Gesellschaft für Medizinische Ausbildung (GMA). Zürich, 09.-12.09.2020. Düsseldorf: German Medical Science GMS Publishing House; 2020.
DOI: 10.3205/20gma090, URN: urn:nbn:de:0183-20gma0902