Baig Mukhtiar, Gazzaz Zohair Jamil, Farouq Mohammed
Dr. Mukhtiar Baig, Ph.D. Department of Clinical Biochemistry and Assessment Unit, Faculty of Medicine, Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia.
Dr. Zohair Jamil Gazzaz, Ph.D. Department of Medicine, Faculty of Medicine, Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia.
Pak J Med Sci. 2020 Mar-Apr;36(3):327-332. doi: 10.12669/pjms.36.3.1925.
To explore the impact of Blackboard (Bb) formative assessment on the final score in the endocrine module and determine the medical students' perception of the impact and effectiveness of Bb.
This exploratory case study was carried out at the King Abdulaziz University (KAU), Jeddah, Saudi Arabia (SA). Blackboard was used in the course management and formative assessment of third-year medical students and three years of data was collected (2016, 2017, 2019). In the last week of the module before the final exam, a formative assessment test that comprised of 50 Multiple Choice Questions (MCQs) was posted on Bb each year. All the students filled a questionnaire regarding their perception about the impact and effectiveness of Bb.
Overall, summative exam scores were significantly higher than the scores in formative assessment (p <0.001). A substantial positive correlation was observed between students' marks in the online (Bb) MCQ exam and their final exam marks (p <0.001). Regarding the features of Bb, most often used by the students' were course resources uploaded on the Bb, assignments, online quizzes, and others. Majority of the students were satisfied with the use of Bb in this module.
The majority of the students liked this blended learning (BL) method and conceded the impact and effectiveness of Bb. The formative online assessment on Bb improved the students' performance in the final exam and a positive correlation was noted between students' marks in online (Bb) exams with their final exam marks.
探讨Blackboard（Bb）形成性评估对内分泌模块期末考试成绩的影响，并确定医学生对Bb的影响及有效性的看法。
本探索性案例研究在沙特阿拉伯吉达的阿卜杜勒阿齐兹国王大学（KAU）开展。Bb用于三年级医学生的课程管理和形成性评估，并收集了三年的数据（2016年、2017年、2019年）。在期末考试前该模块的最后一周，每年都会在Bb上发布一份包含50道多项选择题（MCQ）的形成性评估测试。所有学生都填写了一份关于他们对Bb的影响及有效性看法的问卷。
总体而言，总结性考试成绩显著高于形成性评估成绩（p<0.001）。在线（Bb）MCQ考试中学生的成绩与他们的期末考试成绩之间观察到显著的正相关（p<0.001）。关于Bb的功能，学生最常使用的是Bb上上传的课程资源、作业、在线测验等。大多数学生对该模块中Bb的使用感到满意。
大多数学生喜欢这种混合式学习（BL）方法，并认可Bb的影响和有效性。Bb上的形成性在线评估提高了学生在期末考试中的表现，并且在线（Bb）考试中学生的成绩与他们的期末考试成绩之间存在正相关。
