Kazemi Karyan Ali, Rezaei Satar, Etesami Shokooh, Pezhman Leyla, Matin Behzad Karami, Delavari Sajad
Research Center for Environmental Determinants of Health, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Students Researches Committee, Kermanshah University of Medical Sciences, Kermanshah, Iran.
J Educ Health Promot. 2021 Feb 27;10:82. doi: 10.4103/jehp.jehp_540_20. eCollection 2021.
Evaluation has become an inseparable part of education process which gives feedback to students and professors to improve education quality. This study aimed to elicit preferences of professors and students about attributes of evaluation methods in theoretical courses in Kermanshah University of Medical Sciences, Iran, in 2018.
Discrete choice experiment (DCE) method used for eliciting preferences of participants of the study. A narrative literature review and interview with eight professors and ten students conducted to determine attributes and levels of evaluation methods in the university. Furthermore, experimental design used for making final choice sets of the evaluation methods. We included 213 students and 30 professors in the study. Conditional logistic regression model performed to data analysis.
Most of the professors (36.67%) preferred to allocate up to 30% of evolution scores to midterm examination. However, the most percentage of students (30.45%) were agree to include midterm examination up to 15% of total scores. The majority of students prefer to examination questions compromise just presented materials, while 70% of professors prefer to include additional texts for evaluation examinations. In case of quiz examination, professors in comparison with students prefer that quiz should have higher proportion of total scores. DCE analysis indicated that professors and students preferred a mix of questions in examinations. In addition, additional resources beyond what is taught in class made utility for professors and disutility for students. Quiz, also, increased the utility of an evaluation package in professors.
The findings showed that there is a gap between preferences of professors and students regarding some attributes of evaluation methods such as student's discipline, examination materials, and quiz. Further studies are needed to examining other attributes of evaluation methods in theatrical and practical courses in Iran and other contexts.
评估已成为教育过程中不可或缺的一部分，它能为学生和教师提供反馈，以提高教育质量。本研究旨在了解2018年伊朗克尔曼沙赫医科大学理论课程中教师和学生对评估方法属性的偏好。
采用离散选择实验（DCE）方法来了解研究参与者的偏好。通过对8名教师和10名学生进行叙述性文献综述和访谈，以确定该大学评估方法的属性和水平。此外，还使用实验设计来确定评估方法的最终选择集。本研究纳入了213名学生和30名教师。采用条件逻辑回归模型进行数据分析。
大多数教师（36.67%）倾向于将高达30%的评估分数分配给期中考试。然而，大多数学生（30.45%）同意将期中考试占总成绩的比例设定为15%。大多数学生希望考试题目仅涵盖课堂讲授的内容，而70%的教师希望在评估考试中包含额外的文本。在小测验方面，与学生相比，教师更倾向于让小测验在总成绩中占更高的比例。DCE分析表明，教师和学生都更喜欢考试中包含多种类型的题目。此外，课堂之外的额外资源对教师有帮助，对学生则不利。小测验也增加了教师对一套评估方式的满意度。
研究结果表明，在评估方法的某些属性方面，如学生纪律、考试材料和小测验等，教师和学生的偏好存在差距。需要进一步研究伊朗及其他环境下理论和实践课程评估方法的其他属性。
