Jones Deborah, Oh Se-Lim
Department of Advanced Oral Sciences and Therapeutics, School of Dentistry, University of Maryland, Baltimore, MD, USA.
J Med Educ Curric Dev. 2024 Mar 14;11:23821205241239496. doi: 10.1177/23821205241239496. eCollection 2024 Jan-Dec.
This study aimed to evaluate the impact of formative assessment with case-based constructed-response question (CRQ) formats on student performance on the final summative assessment in the second-year periodontics course.
Classroom quizzes with case-based CRQs were implemented as the formative assessment during the course. Each student received feedback on their responses from the course director. After all students (N = 128) took the second-year final examination, the Friedman test was conducted to compare student performances in each assessment over time. The multiple linear regression (MLR) model was used to evaluate the association between the second-year final examination score and plausible predictors-student gender, the second-year formative and midterm examination scores, and time spent on the final examination.
The mean % scores in the formative assessment (51) and midterm (84) examination were significantly lower than that of the final (87) examination ( < .01). The number of students who failed the final (6) examination was significantly lower than the midterm (16) examination ( = .03). The midterm ( < .0001) and the formative assessment ( = .0009) scores significantly affected the second-year final examination score while student gender ( = .59) and time spending ( = .83) showed no correlations.
Within the limitations of the study, student performance on case-based CRQs was correlated with student performance on the summative assessment.
本研究旨在评估基于案例的建构性回应问题（CRQ）形式的形成性评估对牙周病学二年级课程期末总结性评估中学生成绩的影响。
在课程期间实施基于案例的CRQ课堂测验作为形成性评估。每位学生都从课程主任那里收到关于他们回答的反馈。在所有学生（N = 128）参加二年级期末考试后，进行Friedman检验以比较学生在每次评估中的成绩随时间的变化。多元线性回归（MLR）模型用于评估二年级期末考试成绩与可能的预测因素——学生性别、二年级形成性和中期考试成绩以及期末考试所花费的时间之间的关联。
形成性评估（51）和中期（84）考试的平均百分比分数显著低于期末考试（87）的分数（<0.01）。期末考试不及格的学生人数（6人）显著低于中期考试（16人）（=0.03）。中期考试（<0.0001）和形成性评估（=0.0009）的分数对二年级期末考试成绩有显著影响，而学生性别（=0.59）和花费时间（=0.83）没有相关性。
在本研究的局限性范围内，基于案例的CRQ学生成绩与总结性评估中的学生成绩相关。
