Wass, VJ and Wade, L and Harrison, C and Hollands, J and Mattick, K and Ricketts, C (2012) Student perceptions of the progress test in two settings and the implications for test deployment. Advances In Health Sciences Education, 17 (4). pp. 573-583. ISSN 1573-1677
Student perceptions of the progress test in two settings and the implications for test deployment (VWass).pdf - Accepted Version
Available under License Creative Commons Attribution.
Download (612kB) | Preview
Background The Progress Test (PT) was developed to assess student learning within integrated curricula. Whilst it is effective in promoting and rewarding deep approaches to learning in some settings, we hypothesised that implementation of the curriculum (design and assessment) may impact on students’ preparation for the PT and their learning. Aim To compare students’ perceptions of and preparations for the PT at two medical schools. Method Focus groups were used to generate items for a questionnaire. This was piloted, refined, and then delivered at both schools. Exploratory factor analysis identified the main factors underpinning response patterns. ANOVA was used to compare differences in response by school, year group and gender. Results Response rates were 640 (57%) and 414 (47%) at Schools A and B, respectively. Three major factors were identified: the PT’s ability to (1) assess academic learning (2) support clinical learning; (3) the PT’s impact on exam preparation. Significant differences were found between settings. In the school with early clinical contact, more frequent PTs and no end of unit tests, students were more likely to appreciate the PT as a support for learning, perceive it as fair and valid, and use a deeper approach to learning—but they also spent longer preparing for the test. Conclusion Different approaches to the delivery of the PT can impact significantly on student study patterns. The learning environment has an important impact on student perceptions of assessment and approach to learning. Careful decisions about PT deployment must be taken to ensure its optimal impact.
|Uncontrolled Keywords:||Progress test, Assessment, Problem based learning, Medical education, Learning environment|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Medicine and Health Sciences > Institute for Science and Technology in Medicine|
|Date Deposited:||28 Nov 2014 10:55|
|Last Modified:||24 May 2016 15:29|
Actions (login required)