Students' perceptions of the impact of assessment on approaches to learning: a comparison between two medical schools with similar curricula

Hanan M Al Kadri,Mohi E Magzoub,Cees P.M Van Der Vleuten,Mohamed S Al-Moamary,Chris Roberts

doi:10.5116/ijme.4ddb.fc11

Abstract

Objectives: The aim of the study was to investigate students? perceptions of assessment and the resulting learning styles.MethodsQualitative semi-structured interviews were conducted with 14 students and 8 clinical supervisors from Sydney Medical School and 12 students and 13 clinical supervisors from King Saud bin Abdulaziz University. Both institutions have similar curricula but a different assessment approach. The interviews were transcribed and analyzed using thematic analysis. Interview transcripts were stored and analyzed using ATLAS.ti.ResultsThree themes emerged from analyses of the interviews: the function of assessment, learning outcomes and, finally, authentic assessment in the clinical environment. A model is presented to show the relationship between contextual and different personal factors and students’ perceptions of the impact of assessment on learning styles.ConclusionsCultural differences and emotions can affect students’ perceptions of assessment and learning styles. A combination of formative and summative assessment based on learning objectives is required. This combination should take into consideration students’ cultural background, values and the implemented education system. This balance should be sufficient to motivate students in order to maintain their focus and attention, and reduce the potential negative impacts of a hidden curriculum. The experience of authentic assessment was a powerful motivator for students’ approaches to learning.

Highlights

IntroductionIt is well known that assessment is one of the most important factors affecting students’ approaches to learning.[1,2,3,4] many researchers emphasize this relationship,[4,5,6,7,8] it continues to be poorly understood with regard to the following aspects: 1) the persistent incongruence between curricular and assessment objectives; 2) the purpose of assessment methods (formative/summative); and 3) the effect of personal influences, such as students’ expectations for specific courses, academic discipline, prior education, age and gender, and cultural influences.[9]
We present these themes with illustrative quotes from students (S) and supervisors (T) from either Sydney Medical School (SMS) (U) or KSAU-HS (K)
The Saudi students noted that this phenomenon related to their prior educational experience and the inherent importance given to summative assessment during their high school study and previous university degrees: “...we care about our marks, we study for the marks, ...we were raised like this

Summary

Introduction

It is well known that assessment is one of the most important factors affecting students’ approaches to learning.[1,2,3,4] many researchers emphasize this relationship,[4,5,6,7,8] it continues to be poorly understood with regard to the following aspects: 1) the persistent incongruence between curricular and assessment objectives; 2) the purpose of assessment methods (formative/summative); and 3) the effect of personal influences, such as students’ expectations for specific courses, academic discipline, prior education, age and gender, and cultural influences.[9]. Crooks et al.[10] warned against the possible incongruence between academic objectives as intended by the curriculum and the objectives defined through the assessment process. Synchronization between these two types of objectives is called constructive alignment. Hafferty[13] defined the hidden curriculum as "a set of influences that function at the level of organizational structure and culture.” Its nature depends on the students’ own interests, supervisors’ interests, and even students’ personal speculations about what might be in their summative assessments.[6]

Objectives

Results

Discussion

Conclusion