Saleh Mohamed Nor-El-Din, Salem Tarek Abdul Ra'oof, Alamro Ahmad Saleh, Wadi Majed Mohammed
Anatomy Department, College of Medicine, Qassim University, KSA.
Pathology Department, College of Medicine, Qassim University, KSA.
J Taibah Univ Med Sci. 2022 Feb;17(1):128-136. doi: 10.1016/j.jtumed.2021.09.004. Epub 2021 Oct 16.
This study describes the process of remote assessment in medical education during the COVID-19 lockdown and shares data-driven experiences in resolving emerging concerns.
We analysed the data of end-of-course paper-based exams (PBEs) and web-based exams (WBEs) conducted during the academic year 2019/2020. Twelve end-of-block exams were included. There were four exams each for the first-, second-, and third-year students. Eight exams were conducted as PBEs, and four were administered as WBEs. We compared the mean scores of PBEs and WBEs between exams and batches. Additionally, we compared the PBE and WBE scores obtained by 10 high-performance and 10 lowest-achieving students.
Variations were found in the scores of students from each of the three batches in PBEs or WBEs. In a few instances, the difference was statistically significant. No specific trend or pattern was detected in the difference between the scores of PBEs and WBEs. The mean score for the WBEs was intermediate among the means of PBEs for the first- and second-year students, but lower for the third-year students. Individual students' marks in different exams consistently showed a positive correlation. The correlation was always high for PBEs ( = 0.782, 0.847).
The present study showed that average and individual scores in WBEs and PBEs are comparable. Although there were some variations between the results of the two assessment modalities, no remarkable trend or pattern was observed. WBEs offer an ideal approach for formative assessment, progress testing, and the low-weight, but frequent, nature of continuous assessment.
本研究描述了新冠疫情封锁期间医学教育中的远程评估过程，并分享基于数据解决新出现问题的经验。
我们分析了2019/2020学年进行的课程结业纸质考试（PBE）和基于网络的考试（WBE）的数据。纳入了12次模块结业考试。一年级、二年级和三年级学生各有4次考试。8次考试为纸质考试，4次为基于网络的考试。我们比较了各考试及各批次之间纸质考试和基于网络考试的平均分数。此外，我们还比较了10名成绩优异和10名成绩最差的学生的纸质考试和基于网络考试的分数。
在纸质考试或基于网络的考试中，三个批次的学生成绩均存在差异。在少数情况下，差异具有统计学意义。在纸质考试和基于网络的考试分数差异中未发现特定趋势或模式。对于一年级和二年级学生，基于网络的考试平均分数介于纸质考试平均分数之间，但对于三年级学生则较低。不同考试中个别学生的成绩始终呈正相关。纸质考试的相关性始终很高（=0.782，0.847）。
本研究表明，基于网络的考试和纸质考试的平均分数及个人分数具有可比性。虽然两种评估方式的结果存在一些差异，但未观察到显著趋势或模式。基于网络的考试为形成性评估、进展测试以及低权重但频繁的持续评估提供了理想的方法。
