Discipline of Optometry, School of Allied Health, The University of Western Australia, Perth, Western Australia, Australia.
Discipline of Pharmacy, School of Allied Health, The University of Western Australia, Perth, Western Australia, Australia.
PLoS One. 2023 Jul 24;18(7):e0289081. doi: 10.1371/journal.pone.0289081. eCollection 2023.
Oral presentation assessments are multifunctional tools that can potentially test all six cognitive domains of Bloom's taxonomy. Yet, they are not used as frequently as other forms of assessment in curriculums due to time limitations. Hence, designing effective oral presentation assessments that can overcome this is required. The purpose of this study was to investigate whether Scholars180, an oral presentation assessment developed for optometry students, would effectively help students improve their knowledge of and confidence in the identification and management of ocular diseases. This study utilized a non-randomized pre-questionnaire and post-questionnaire design where the participants (n = 31) were asked to assess their knowledge of ocular diseases before and after the oral presentation. The questionnaire was developed according to the unit outcomes. The responses to each of the 12 Likert-type scale questions on the post-questionnaire with the respective responses on the pre-questionnaire were compared. Students (n = 31) experienced improvements in their knowledge of eye diseases and even more so in their confidence and application of their knowledge. This was indicated by the statistically significant increases in median scores and low interquartile ranges (IQR) of ≤1.0. The peer evaluation also illustrated that students felt that the assessment contributed positively to their learning experience. Teachers require a variety of assessment methods to accurately test the student's authentic depth of knowledge and achievement of learning outcomes. Scholars180 is an effective assessment that follows constructive alignment and overcomes time limitations, providing teachers an assessment to consider implementing in the future.
口头报告评估是一种多功能工具，它可以潜在地测试布鲁姆分类法的六个认知领域。然而，由于时间限制，它们在课程中并不像其他评估形式那样经常使用。因此，需要设计能够克服这一问题的有效口头报告评估。本研究旨在探讨专为验光学生开发的 Scholars180 口头报告评估是否能有效帮助学生提高对眼部疾病的识别和管理的知识和信心。本研究采用了非随机前问卷和后问卷设计，参与者（n=31）被要求在口头报告前后评估他们对眼部疾病的知识。问卷是根据单元成果制定的。对后问卷中 12 个李克特量表问题中的每一个问题的回答与前问卷中的回答进行了比较。学生（n=31）在眼部疾病知识方面有所提高，在信心和知识应用方面更是如此。这表明中位数分数显著增加，四分位距（IQR）≤1.0。同伴评价还表明，学生认为评估对他们的学习体验有积极的影响。教师需要多种评估方法来准确测试学生的真实知识深度和学习成果的实现。Scholars180 是一种有效的评估方法，它遵循建设性的一致性，克服了时间限制，为教师提供了一种未来可以考虑实施的评估方法。
