McDonald Aaron C, Chan Siew-Pang, Schuijers Johannes A
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia.
Department of Mathematics and Statistics. College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia.
Anat Sci Educ. 2016 Jul 8;9(4):330-6. doi: 10.1002/ase.1586. Epub 2015 Nov 18.
Assessment weighting within a given module can be a motivating factor for students when deciding on their commitment level and time given to study a specific topic. In this study, an analysis of assessment performances of second year anatomy students was performed over four years to determine if (1) students performed better when a higher weighting was given to a set of practical session assessments and (2) whether an improved performance in the practical session assessments had a carry-over effect on other assessment tasks within that anatomy module and/or other anatomy modules that follow. Results showed that increasing the weighting of practical session assessments improved the average mark in that assessment and also improved the percentage of students passing that assessment. Further, it significantly improved performance in the written end-semester examination within the same module and had a carry-over effect on the anatomy module taught in the next teaching period, as students performed better in subsequent practical session assessments as well as subsequent end-semester examinations. It was concluded that the weighting of assessments had significant influences on a student's performance in that, and subsequent, assessments. It is postulated that practical session assessments, designed to develop deep learning skills in anatomy, improved efficacy in student performance in assessments undertaken in that and subsequent anatomy modules when the weighting of these assessments was greater. These deep learning skills were also transferable to other methods of assessing anatomy. Anat Sci Educ 9: 330-336. © 2015 American Association of Anatomists.
在给定模块内的评估权重，在学生决定其投入程度和用于学习特定主题的时间时，可能是一个激励因素。在本研究中，对二年级解剖学学生四年的评估成绩进行了分析，以确定：（1）当一组实践课程评估的权重较高时，学生的表现是否更好；（2）实践课程评估中的成绩提高是否会对该解剖学模块内的其他评估任务和/或后续的其他解剖学模块产生延续效应。结果表明，增加实践课程评估的权重提高了该评估的平均分数，也提高了通过该评估的学生百分比。此外，它显著提高了同一模块内学期末笔试的成绩，并对下一教学期教授的解剖学模块产生了延续效应，因为学生在随后的实践课程评估以及学期末考试中表现更好。得出的结论是，评估权重对学生在该评估及后续评估中的表现有重大影响。据推测，旨在培养解剖学深度学习技能的实践课程评估，在这些评估权重更大时，提高了学生在该解剖学模块及后续解剖学模块中进行的评估中的表现效率。这些深度学习技能也可转移到其他解剖学评估方法中。《解剖科学教育》9：330 - 336。© 2015美国解剖学家协会。
