Labarca Jaime, Figueroa Catalina, Huidobro Bárbara, Wright Ana Cecilia, Riquelme Arnoldo, Moreno Rodrigo
Rev Med Chil. 2014 Sep;142(9):1193-9. doi: 10.4067/S0034-98872014000900014.
Formative evaluation is a range of formal assessment employed by professors during the teaching process in order to modify curriculum activities, to improve student attainment. For students, it is helpful to evaluate their learning process. Although recommended, it is seldom used.
To evaluate the perception and performance of medical students subjected to formative assessments during an integrative clinical course.
Fourth year medical students that participated in a multiple choice formative assessment, similar to the final exam during 2007 and 2008, responded a survey about the usefulness and quality of such assessment. Student achievement was expressed as the percentage of correct answers of the tests.
The formative assessment was answered by 99% of students. In 2007 97% of students considered the experience as excellent or very good and 92% evaluated it as useful or very useful. During 2008 the figures were 89% and 79%. The students outlined that this assessment oriented their study, allowed them to discover their weaknesses and have a perception of the degree of difficulty of the final exam. Over 90% of students that took the formative evaluation, improved their academic achievement.
Formative assessments are well evaluated by medical students and improve their academic achievement.
形成性评价是教授们在教学过程中采用的一系列正式评估，目的是修改课程活动，提高学生的学业成绩。对学生来说，评估他们的学习过程是有帮助的。尽管受到推荐，但它很少被使用。
评估在综合临床课程中接受形成性评估的医学生的看法和表现。
2007年和2008年期间，参加类似于期末考试的多项选择形成性评估的四年级医学生，回答了一项关于此类评估的有用性和质量的调查。学生成绩以测试正确答案的百分比表示。
99%的学生参加了形成性评估。2007年，97%的学生认为这种体验优秀或非常好，92%的学生认为它有用或非常有用。2008年，这两个数字分别为89%和79%。学生们概述说，这种评估指导了他们的学习，让他们发现自己的弱点，并对期末考试的难度有了认识。超过90%参加形成性评估的学生提高了他们的学业成绩。
医学生对形成性评估评价很高，并且它提高了他们的学业成绩。
