Aftab Muhammad Tariq, Tariq Muhammad Hassan
College of Medicine, University of Dammam, Dammam, Saudi Arabia.
University of Karachi, Karachi, Pakistan.
Acta Med Acad. 2018 May;47(1):76-81. doi: 10.5644/ama2006-124.216.
Continuous assessment tests influence the learning needs of medical students at particular times but are also beneficial in scheduled learning, and act as motivating tool. These tests drive them to study by developing competition and optimism regarding the forthcoming result. This study has been designed to evaluate the role of these tests for medical students by learning about their motivation.
This study was conducted on 150 medical students. The students selected a continuous testing system or a classical system. Those who selected the continuous system had six assessment tests each, after completion of a curriculum block, usually 45 days apart. The motivation of the students in both the groups was assessed by asking them for their expected results just before the final examination. Statistical analysis was performed using Superior Performance Statistical Software (SPSS) version 20.
The students' final results showed that almost half of the students who adopted the continuous assessment test system were successful and one third of those who did not adopt this system. The comparison of the successful students showed that the expectation of the students from the continuous assessment test system was high compared to the students who were not in the continuous assessment test system (P<0.05), even though the students in these groups had more or less similar actual marks (P>0.05). The comparison of the expected and actual marks of the successful students, of students who failed only one unit and of students who failed both units, showed that all these students had the same expectation (P<0.05) from the examination, although they had different actual marks (P>0.05).
It was concluded that continuous assessment is good for student motivation. A support system matched with the individual needs of the students is suggested to improve their efficiency to gain the full benefits from this system.
连续性评估测试在特定时期会影响医学生的学习需求，但在常规学习中也有益处，且可作为一种激励工具。这些测试通过营造竞争氛围以及让学生对即将到来的结果保持乐观态度，促使他们进行学习。本研究旨在通过了解医学生的学习动机来评估这些测试对他们的作用。
本研究对150名医学生进行。学生们选择连续性测试系统或传统系统。选择连续性系统的学生在完成一个课程模块后，每隔45天进行6次评估测试。在期末考试前，通过询问两组学生对成绩的预期来评估他们的学习动机。使用高级性能统计软件（SPSS）20版进行统计分析。
学生的最终成绩表明，采用连续性评估测试系统的学生中近一半取得成功，而未采用该系统的学生中只有三分之一取得成功。对成功学生的比较显示，与未采用连续性评估测试系统的学生相比，采用该系统的学生期望更高（P<0.05），尽管这些组的学生实际成绩大致相似（P>0.05）。对成功学生、仅一门单元不及格的学生和两门单元都不及格的学生的预期成绩与实际成绩的比较表明，尽管他们的实际成绩不同（P>0.05），但所有这些学生对考试的期望相同（P<0.05）。
得出结论，连续性评估有利于激发学生的学习动机。建议建立一个与学生个人需求相匹配的支持系统，以提高他们从该系统中充分受益的效率。
