Progress on Progress Test: International vs Local Experience

Abstract

The paper discusses the implementation and evolution of progress testing as an assessment technique in Problem-Based Learning (PBL) at the College of Medicine, King Faisal University (KFU), in collaboration with the University of Groningen (UoG), Netherlands. Despite the successful introduction of a local progress test, the paper notes the reluctance of students in Arab culture to embrace this method due to concerns about its impact on their Grading Point Average (GPA). The research outlines a five-year experience with international high-stakes progress testing based on European universities and describes the establishment of a local progress test system. A cross-sectional study design was employed to analyze the passing rates of medical students from their first to fifth year, using data from 2018 to 2020. The study population included 1450 students with a gender distribution of 50/50. The results highlight two main achievements of the local progress test system. Firstly, the development of a blueprint based on block teaching contents and curriculum learning outcomes from year 1 to 5. This blueprint served as a foundation for the assessment. Secondly, the establishment of an individual performance feedback system, facilitated by a confidential online platform using students' academic numbers. In conclusion, the research suggests that progress testing can be successfully integrated into Arab culture, serving as a comprehensive assessment tool. It emphasizes the importance of recognizing progress testing as a key knowledge assessment method in the curriculum. The paper provides insights into the process, compares international and local experiences, and offers recommendations for further improvement of the local progress testing system.