Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, the Netherlands.
Institute of Medical Education Research Rotterdam, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands.
Med Educ. 2018 Mar;52(3):324-335. doi: 10.1111/medu.13487. Epub 2017 Dec 11.
Optimising student learning and academic performance is a continuous challenge for medical schools. The assessment policy may influence both learning and performance. Previously, the joint contribution of self-regulated learning (SRL) and participation in scheduled learning activities towards academic performance has been reported. However, little is known about the relationships between SRL, participation and academic performance under different assessment policies.
The goal of this study was to investigate differences in average scores of SRL, participation and academic performance of students under two assessment policies: (i) a conjunctive lower stakes, lower performance standard (old) assessment policy and (ii) a compensatory higher stakes, higher performance standard (new) assessment policy. In addition, this research investigated whether the relationships between academic performance, SRL and participation are similar across both assessment policies.
Year-1 medical students (i) under the old assessment policy (n = 648) and (ii) under the new assessment policy (n = 529) completed the Motivated Strategies for Learning Questionnaire on SRL, and additional items on participation. Year-1 performance was operationalised as students' average Year-1 course examination grades. manova and structural equation modelling were used for analyses.
Generally, students under the new assessment policy showed significantly higher Year-1 performance, SRL and participation, compared with students under the old assessment policy. The relationships between Year-1 performance, SRL and participation were similar across assessment policies.
This study indicates that the higher academic performance under a compensatory higher stakes, higher performance standard assessment policy, results from higher SRL and participation, but not from altered relationships between SRL, participation and performance. In sum, assessment policies have the potential to optimise student learning and performance.
优化学生的学习和学术表现是医学院校面临的持续挑战。评估政策可能会同时影响学习和表现。以前，已经有研究报告了自我调节学习（SRL）和参与预定学习活动对学术表现的共同贡献。然而，在不同的评估政策下，关于 SRL、参与度和学术表现之间的关系知之甚少。
本研究旨在探讨在两种评估政策下：（i）联合低风险、低表现标准（旧）评估政策和（ii）补偿性高风险、高表现标准（新）评估政策下，学生的 SRL、参与度和学术表现的平均分数的差异。此外，本研究还调查了 SRL、参与度与学术表现之间的关系在两种评估政策下是否相似。
一年级医学生（i）在旧评估政策下（n = 648）和（ii）在新评估政策下（n = 529）完成了关于 SRL 的动机策略学习问卷，以及关于参与度的附加项目。一年级成绩被定义为学生的平均一年级课程考试成绩。使用多变量方差分析（manova）和结构方程模型（SEM）进行分析。
一般来说，与旧评估政策下的学生相比，新评估政策下的学生表现出显著更高的一年级成绩、SRL 和参与度。SRL 和参与度与一年级成绩之间的关系在两种评估政策下是相似的。
本研究表明，在补偿性高风险、高表现标准评估政策下，更高的学术表现是由于更高的 SRL 和参与度，而不是由于 SRL、参与度和表现之间关系的改变。总之，评估政策有可能优化学生的学习和表现。
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