Heeneman Sylvia, Oudkerk Pool Andrea, Schuwirth Lambert W T, van der Vleuten Cees P M, Driessen Erik W
Department of Pathology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands; Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands.
Med Educ. 2015 May;49(5):487-98. doi: 10.1111/medu.12645.
It is widely acknowledged that assessment can affect student learning. In recent years, attention has been called to 'programmatic assessment', which is intended to optimise both learning functions and decision functions at the programme level of assessment, rather than according to individual methods of assessment. Although the concept is attractive, little research into its intended effects on students and their learning has been conducted.
This study investigated the elements of programmatic assessment that students perceived as supporting or inhibiting learning, and the factors that influenced the active construction of their learning.
The study was conducted in a graduate-entry medical school that implemented programmatic assessment. Thus, all assessment information, feedback and reflective activities were combined into a comprehensive, holistic programme of assessment. We used a qualitative approach and interviewed students (n = 17) in the pre-clinical phase of the programme about their perceptions of programmatic assessment and learning approaches. Data were scrutinised using theory-based thematic analysis.
Elements from the comprehensive programme of assessment, such as feedback, portfolios, assessments and assignments, were found to have both supporting and inhibiting effects on learning. These supporting and inhibiting elements influenced students' construction of learning. Findings showed that: (i) students perceived formative assessment as summative; (ii) programmatic assessment was an important trigger for learning, and (iii) the portfolio's reflective activities were appreciated for their generation of knowledge, the lessons drawn from feedback, and the opportunities for follow-up. Some students, however, were less appreciative of reflective activities. For these students, the elements perceived as inhibiting seemed to dominate the learning response.
The active participation of learners in their own learning is possible when learning is supported by programmatic assessment. Certain features of the comprehensive programme of assessment were found to influence student learning, and this influence can either support or inhibit students' learning responses.
评估会影响学生学习，这一点已得到广泛认可。近年来，人们开始关注“课程评估”，其旨在在课程评估层面优化学习功能和决策功能，而非依据个别评估方法。尽管这一概念颇具吸引力，但针对其对学生及其学习预期效果的研究却很少。
本研究调查了学生认为有助于或阻碍学习的课程评估要素，以及影响他们积极构建自身学习的因素。
该研究在一所实施课程评估的研究生入学医学院进行。因此，所有评估信息、反馈和反思活动都被整合到一个全面、整体的评估方案中。我们采用定性方法，采访了该课程临床前期的学生（n = 17），了解他们对课程评估和学习方法的看法。使用基于理论的主题分析对数据进行审查。
评估综合方案中的要素，如反馈、档案袋、评估和作业，对学习既有促进作用，也有阻碍作用。这些促进和阻碍要素影响了学生的学习构建。研究结果表明：（i）学生将形成性评估视为总结性评估；（ii）课程评估是学习的重要触发因素；（iii）档案袋的反思活动因其产生的知识、从反馈中吸取的教训以及后续跟进的机会而受到赞赏。然而，一些学生对反思活动的评价较低。对这些学生来说，被视为阻碍的要素似乎主导了他们的学习反应。
当学习得到课程评估的支持时，学习者有可能积极参与自身的学习。评估综合方案的某些特征被发现会影响学生学习，这种影响既可以支持也可以抑制学生的学习反应。
