Implementing Formative Assessment at the Workplace: A Retrospective Analyses

[EN] Nurturing formative assessment at the workplace is worthwhile to enhance students’ learning in real performance. Mini Clinical Evaluation Exercise (mini-CEX) is a work based assessment conducted at the community clinic during Family Medicine posting at the Faculty of Medicine of The National Un...

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Autores: Awang Besar, Mohd Nasri, Ahmad, Saharuddin, Yaman, Mohamad Nurman, Kamarudin, Muhammad Arif, Bujang, Siti Mariam, Davies, Mark, Taras, Maddalena
Tipo de recurso: capítulo de libro
Fecha de publicación:2015
País:España
Institución:Universitat Politècnica de València (UPV)
Repositorio:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
Idioma:inglés
OAI Identifier:oai:riunet.upv.es:10251/92342
Acceso en línea:https://riunet.upv.es/handle/10251/92342
Access Level:acceso abierto
Palabra clave:Higher Education
Learning
Educational systems
Teaching
Formative assessment
Work-based assessment
Mini-Clinical Evalutation Exercise
Feedback
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spelling Implementing Formative Assessment at the Workplace: A Retrospective AnalysesAwang Besar, Mohd NasriAhmad, SaharuddinYaman, Mohamad NurmanKamarudin, Muhammad ArifBujang, Siti MariamDavies, MarkTaras, MaddalenaHigher EducationLearningEducational systemsTeachingFormative assessmentWork-based assessmentMini-Clinical Evalutation ExerciseFeedback[EN] Nurturing formative assessment at the workplace is worthwhile to enhance students’ learning in real performance. Mini Clinical Evaluation Exercise (mini-CEX) is a work based assessment conducted at the community clinic during Family Medicine posting at the Faculty of Medicine of The National University of Malaysia. As part of formative assessment, students would be given immediate feedback after performing the first mini-CEX to improve their performance in the following mini-CEXs examination. This study was designed to evaluate the final year medical students’ achievement in formative assessment at the workplace. A quasi-experimental with repeated intervention methodological design by analysing a the scores of a group of 232 final year medical students who performed in mini-CEX 1 without receiving a feedback (intervention), and the scores after receiving a feedback in mini-CEX 2 and mini-CEX 3. This study was conducted at the Family Medicine Department in Faculty of Medicine, The National University of Malaysia. The data were analysed using the Statistical Package for the Social Sciences (SPSS) Version 19.0. A One-Way Repeated Measures ANOVA was conducted to compare mean scores in three mini CEXs (mini-CEX 1 and mini-CEX 2 and mini-CEX 3). The mean score of the students’ achievement was 5.35±0.84 on the mini-CEX 1; 5.8±0.82 on the miniCEX 2; and 5.79±0.78 on the mini-CEX 3. The ANOVA showed that the mean scores were significantly different, F(2,462) = 34.36, p<0.0005). Further analyses showed that there were significant improvement of the students’ achievement in mini-CEX 2 or mini-CEX 3 compare to mini-CEX 1 (p<0.0005). However, result showed a non-significant improvement between mini-CEX 2 and mini-CEX 3. We concluded the element of feedback at the end of mini-CEX’s in the formative assessment may contribute to the improvement of the students’ achievement. The authenticity of the mini-CEX assessment and the reliability of the mini-CEX scores might explained to the poor students’ achievement. Further analyses are critical to explore the content of the feedback and its relation to the students’ achievement.Editorial Universitat Politècnica de ValènciaRepositorio Institucional de la Universitat Politècnica de València Riunet20152015-06-15book parthttp://purl.org/coar/resource_type/c_3248VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/bookPartapplication/pdfhttps://riunet.upv.es/handle/10251/92342reponame:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valénciainstname:Universitat Politècnica de València (UPV)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:riunet.upv.es:10251/923422026-06-13T07:49:27Z
dc.title.none.fl_str_mv Implementing Formative Assessment at the Workplace: A Retrospective Analyses
title Implementing Formative Assessment at the Workplace: A Retrospective Analyses
spellingShingle Implementing Formative Assessment at the Workplace: A Retrospective Analyses
Awang Besar, Mohd Nasri
Higher Education
Learning
Educational systems
Teaching
Formative assessment
Work-based assessment
Mini-Clinical Evalutation Exercise
Feedback
title_short Implementing Formative Assessment at the Workplace: A Retrospective Analyses
title_full Implementing Formative Assessment at the Workplace: A Retrospective Analyses
title_fullStr Implementing Formative Assessment at the Workplace: A Retrospective Analyses
title_full_unstemmed Implementing Formative Assessment at the Workplace: A Retrospective Analyses
title_sort Implementing Formative Assessment at the Workplace: A Retrospective Analyses
dc.creator.none.fl_str_mv Awang Besar, Mohd Nasri
Ahmad, Saharuddin
Yaman, Mohamad Nurman
Kamarudin, Muhammad Arif
Bujang, Siti Mariam
Davies, Mark
Taras, Maddalena
author Awang Besar, Mohd Nasri
author_facet Awang Besar, Mohd Nasri
Ahmad, Saharuddin
Yaman, Mohamad Nurman
Kamarudin, Muhammad Arif
Bujang, Siti Mariam
Davies, Mark
Taras, Maddalena
author_role author
author2 Ahmad, Saharuddin
Yaman, Mohamad Nurman
Kamarudin, Muhammad Arif
Bujang, Siti Mariam
Davies, Mark
Taras, Maddalena
author2_role author
author
author
author
author
author
dc.contributor.none.fl_str_mv Repositorio Institucional de la Universitat Politècnica de València Riunet
dc.subject.none.fl_str_mv Higher Education
Learning
Educational systems
Teaching
Formative assessment
Work-based assessment
Mini-Clinical Evalutation Exercise
Feedback
topic Higher Education
Learning
Educational systems
Teaching
Formative assessment
Work-based assessment
Mini-Clinical Evalutation Exercise
Feedback
description [EN] Nurturing formative assessment at the workplace is worthwhile to enhance students’ learning in real performance. Mini Clinical Evaluation Exercise (mini-CEX) is a work based assessment conducted at the community clinic during Family Medicine posting at the Faculty of Medicine of The National University of Malaysia. As part of formative assessment, students would be given immediate feedback after performing the first mini-CEX to improve their performance in the following mini-CEXs examination. This study was designed to evaluate the final year medical students’ achievement in formative assessment at the workplace. A quasi-experimental with repeated intervention methodological design by analysing a the scores of a group of 232 final year medical students who performed in mini-CEX 1 without receiving a feedback (intervention), and the scores after receiving a feedback in mini-CEX 2 and mini-CEX 3. This study was conducted at the Family Medicine Department in Faculty of Medicine, The National University of Malaysia. The data were analysed using the Statistical Package for the Social Sciences (SPSS) Version 19.0. A One-Way Repeated Measures ANOVA was conducted to compare mean scores in three mini CEXs (mini-CEX 1 and mini-CEX 2 and mini-CEX 3). The mean score of the students’ achievement was 5.35±0.84 on the mini-CEX 1; 5.8±0.82 on the miniCEX 2; and 5.79±0.78 on the mini-CEX 3. The ANOVA showed that the mean scores were significantly different, F(2,462) = 34.36, p<0.0005). Further analyses showed that there were significant improvement of the students’ achievement in mini-CEX 2 or mini-CEX 3 compare to mini-CEX 1 (p<0.0005). However, result showed a non-significant improvement between mini-CEX 2 and mini-CEX 3. We concluded the element of feedback at the end of mini-CEX’s in the formative assessment may contribute to the improvement of the students’ achievement. The authenticity of the mini-CEX assessment and the reliability of the mini-CEX scores might explained to the poor students’ achievement. Further analyses are critical to explore the content of the feedback and its relation to the students’ achievement.
publishDate 2015
dc.date.none.fl_str_mv 2015
2015-06-15
dc.type.none.fl_str_mv book part
http://purl.org/coar/resource_type/c_3248
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/bookPart
format bookPart
dc.identifier.none.fl_str_mv https://riunet.upv.es/handle/10251/92342
url https://riunet.upv.es/handle/10251/92342
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editorial Universitat Politècnica de València
publisher.none.fl_str_mv Editorial Universitat Politècnica de València
dc.source.none.fl_str_mv reponame:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
instname:Universitat Politècnica de València (UPV)
instname_str Universitat Politècnica de València (UPV)
reponame_str RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
collection RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
repository.name.fl_str_mv
repository.mail.fl_str_mv
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