Ali Kamran, Zahra Daniel, Tredwin Christopher, Mcilwaine Claire, Jones Gill
Dr. Ali is Associate Professor, Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom; Dr. Zahra is Senior Psychometrician, Peninsula Schools of Medicine and Dentistry, Plymouth University, Plymouth, Devon, United Kingdom; Dr. Tredwin is Professor of Restorative Dentistry and Head of Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom; Ms. Mcilwaine is Lecturer in Oral Health Sciences, Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom; and Dr. Jones is Director of Undergraduate Dental Studies, Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom.
J Dent Educ. 2018 Feb;82(2):130-136. doi: 10.21815/JDE.018.015.
Progress testing provides a longitudinal assessment of the development and sustainability of students' knowledge at regular intervals over the duration of an educational program. Comparisons of performance on successive tests are used to monitor growth in knowledge. The aim of this study was to evaluate the effects of progress testing in an undergraduate program for dental therapy and hygiene (DTH) students in the United Kingdom as the main tool for academic assessment. Data were collected for progress tests of all 38 DTH students from 2015 to 2017. Each test consisted of 100 single best answer multiple-choice items with accompanying vignette. The students chose their answer from five options. A score of 1 was awarded for a correct answer, -0.25 for an incorrect answer, and 0 for don't know (DK). Three cohorts of DTH students were included in the study, and seven progress tests were conducted over a period of three years. Analysis of performance showed growth in knowledge across successive years, with the largest increase in knowledge in the transition from Year 1 to Year 2 and concomitant reduction in incorrect and DK responses. This was a pioneering study to report the establishment and use of progress testing among undergraduate DTH students. Notwithstanding the challenges involved, the study found merit in further exploring the use of progress testing for students in the DTH program.
进阶测试在一个教育项目的持续期间内定期对学生知识的发展和持续性提供纵向评估。连续测试成绩的比较用于监测知识的增长。本研究的目的是评估进阶测试作为英国牙科治疗与口腔卫生（DTH）本科项目学术评估的主要工具所产生的效果。收集了2015年至2017年所有38名DTH学生的进阶测试数据。每次测试由100道单项最佳答案选择题及相关病例组成。学生从五个选项中选择答案。正确答案得1分，错误答案得 -0.25分，不知道（DK）得0分。该研究纳入了三个批次的DTH学生，并在三年时间内进行了七次进阶测试。成绩分析显示，知识在连续几年中有所增长，从第一年到第二年知识增长最大，同时错误和DK回答减少。这是一项率先报道在本科DTH学生中建立和使用进阶测试的研究。尽管存在相关挑战，但该研究发现进一步探索在DTH项目中对学生使用进阶测试具有价值。
