Examination Scores Of Students Research Articles

The Effects of Portfolio Assessment on Writing of EFL Students

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.

Can performance in medical school predict performance in residency? A compilation and review of correlative studies

The current resident selection process relies heavily on medical student performance, with the assumption that analysis of this performance will aid in the selection of successful residents. Although there is abundant literature analyzing indicators of medical student performance measures as predictors of success in residency, wide-ranging differences in beliefs persist concerning their validity. We sought to collect and review studies that have correlated medical student performance with residency performance. The English-language literature from 1996 to 2009 was searched with PubMed. Selected studies evaluated medical students on the basis of US Medical Licensing Examination scores, preclinical and clinical performance, research experience, objective structured clinical examination performance, medical school factors, honor society membership, Medical Student Performance Evaluations, letters of recommendation, and faculty interviews. Outcome measures were standardized residency examinations and residency supervisor ratings. The medical student factors that correlated most strongly with performance on examinations in residency were medical student examination scores, clinical performance, and honor society membership. Those that correlated most strongly with supervisor ratings were clinical grades, faculty interview, and medical school attended. Overall, there were inconsistent results for most performance measures. In addition to the lack of a widely used measure of success in residency, most studies were small, single institution, and single specialty, and thus of limited ability to generalize findings. No one medical student factor can be used to predict performance in residency. There is a need for a more consistent and systematic approach to determining predictors of success in residency.

Morningness–eveningness preferences and university entrance examination scores of high school students

This study explored whether morningness–eveningness preference influences achievement in a standardised university entrance examination. A total of 235 senior high school students aged 17–19 years responded to the Morningness–Eveningness Questionnaire (MEQ). The obtained MEQ responses indicated that out of 235 participants, 19.1% were “moderately morning” type, 68.1% were “neither” type, 11.9% were “moderately evening” type and 0.9% were “definitely evening” type (there was no “definitely morning” type student in the sample). A significant correlation was observed between MEQ scores and university entrance examination scores. In addition, morningness–eveningness preference was found to effect success in a university entrance examination. “Morning” type students performed better compared to “neither” type and “evening” type students, indicating that students with “morning” type circadian preference are at an advantage because of the starting time of the university entrance examination.

Preparing Online Students for Comprehensive Examinations

Identify and remedy difficulties in the preparation of online students for certification examination success. The final examination scores for the CLS Seminar course for the 2008 class of 27 on-campus and 10 online students were compared for statistical differences in seven examination areas. Problem areas were identified and changes in the CLS Seminar course were made in 2009 to improve the scores of the online students. The examination scores for the 2009 class of 33 on-campus and 10 online students were studied to determine improvement. Student's two-tailed t-test was used to determine statistical significance of differences between scores of on-campus and online students. Interactive video over the web; used to answer online student questions, review games, more class time, and more recorded review sessions; were added to the Seminar. The study guides provided during preceptorships were tied to the objectives of the seminar course and the questions on examinations. Specific objectives for each question missed on the final examinations were provided to the student. In 2008, examination scores for online students were lower in two of seven areas by a statistically significant amount than on-campus students. The difference approached significance in a third area. After interventions in 2009, the examinations scores had equalized with the exception of one area, Immunology. Increasing the amount and method of review in areas deemed important to online education was successful in improving examination scores.

Internal Medicine Clerkship Characteristics Associated With Enhanced Student Examination Performance

To determine which internal medicine (IM) clerkship characteristics are associated with better student examination performance. The authors collected data from 17 U.S. medical schools (1,817 students) regarding characteristics of their IM clerkships, including structural characteristics, pedagogical approaches, patient contact, and clinical teacher characteristics. Outcomes of interest were postclerkship National Board of Medical Examiners (NBME) subject examination score, United States Medical Licensing Examination (USMLE) 2 score, and change in score from USMLE 1 to 2. To examine how associations of various clerkship characteristics and examination performance may differ for students of different prior achievement, the authors categorized students into those who scored in the top (1/4) of the cohort on USMLE 1 and the bottom (1/4). The authors conducted analyses at both the school and the individual student levels. In school-level analyses (using a reduced four-variable model), independent variables associated with higher NBME subject examination score were more small-group hours/week and use of community-based preceptors. Greater score increase from USMLE 1 to 2 was associated with students caring for more patients/day. Several variables were associated with enhanced student examination performance at the student level. The most consistent finding was that more patients cared for per day was associated with higher examination performance. More structured learning activities were associated with higher examination scores for students with lower baseline USMLE 1 achievement. Certain clerkship characteristics are associated with better student examination performance, the most salient being caring for more patients per day.

Evaluating Multimedia Exposure on Pass Rates of Private Pilots

The aims of this study were threefold: first, to evaluate the effect of multimedia presentations vs. traditional presentations on the academic achievement of college students enrolled in an introduction to aviation class at a historically Black institution located in a southern state; second, to investigate the influence of gender, experience, and class attendance on the academic achievement of aviation students; and finally, to assess the influence of type presentation (multimedia and traditional) on the course satisfaction scores of aviation students. A posttest-only control-group design was employed in this investigation to collect and analyze the data. 25 students (16 exposed to traditional presentations and 9 exposed to multimedia presentations) were selected to participate in this empirical study. Two instruments, entitled Questionnaire on the Effect of Traditional Method Presentations and Questionnaire on the Effect of Multimedia Presentations, were used to gather the data. The results of the data analysis showed no significant difference between the written examination scores of aviation students by type of presentation. An interesting finding of the study was the significant influence of the variables gender and class attendance on the academic performance of aviation students. Female students did significantly better on the written examination than their male counterparts. In addition, students who missed fewer days did better on examinations than those who missed more days.

Expanding Voluntary Active-learning Opportunities for Pharmacy Students in a Respiratory Physiology Module

To expand voluntary active-learning opportunities for bachelor of pharmacy students enrolled in a third-year human physiology and pharmacology course and determine whether the additional course components improved learning outcomes. Additional voluntary active-learning opportunities including a large-class tutorial, additional formative assessment, and an online discussion were added to the Respiratory Physiology Module of the course. Examination scores were compared with those from previous years. A questionnaire was administered to assess students' perception of the active-learning components. Mean examination scores increased from 69.3% +/- 24.4% in 2003 to 88.9% +/- 13.4% in 2004 and 86.9% +/- 17.6% in 2005, after the addition of the active-learning components. Students' overall perception of the value of the active-learning activities was positive. The addition of voluntary active-learning course components to a required pharmacy course resulted in improved student examination scores, and decreased failure rate, and were accomplished at low cost and with little additional staff time.

Impact of Clinical Electives and Residency Interest on Medical Studentsʼ Education in Musculoskeletal Medicine

Despite the frequency of musculoskeletal conditions seen in a broad spectrum of medical practice, there is compelling evidence that medical schools are inadequately preparing students in this field. We compared medical students across all residency interests with respect to their clinical confidence, cognitive mastery, and perception of education in musculoskeletal medicine. A cross-sectional survey study of third and fourth-year students at Harvard Medical School was conducted during the 2005-2006 academic year. Two hundred and forty-nine of 337 students completed the survey, yielding an overall response rate of 74%. All participants were asked to complete a nationally validated objective examination in musculoskeletal medicine and a thirty-question survey soliciting their top residency choice, all of the musculoskeletal electives that they had taken, their clinical confidence, and their attitudes toward musculoskeletal education. Residency interest significantly affected the third-year students' performance on the cognitive mastery examination (p = 0.018) and also significantly affected both the third and the fourth-year students' clinical confidence in their ability to perform an examination of the musculoskeletal system (p = 0.023 and p = 0.015, respectively). The students' perception of the importance of musculoskeletal medicine, regardless of their residency interest, correlated with their decision to take musculoskeletal clinical electives (p = 0.009 and p < 0.001 for third and fourth-year students, respectively). Perceived importance was also correlated with higher clinical confidence for third-year students (p = 0.043) and increased examination scores for fourth-year students (p < 0.001). However, only students who listed orthopaedic surgery as their top residency choice demonstrated cognitive mastery in musculoskeletal medicine and reported above-average clinical confidence in their ability to conduct an examination of the musculoskeletal system. Students' residency interest and their perception of the importance of musculoskeletal medicine to their future career influence the education that they receive in this field. In particular, students interested in non-orthopaedic residencies failed to demonstrate cognitive mastery and lacked clinical confidence. Possible approaches for medical schools to tackle this important issue that merit further exploration include requiring additional time for education in musculoskeletal medicine and providing a more structured musculoskeletal curriculum.

The Influences of Learning Portfolios and Attitudes on Learning Effects in Blended E-Learning for Mathematics

This study mainly investigates the factors affecting the learning effects in a blended e-Learning course for Mathematics. The research targets of this study are 48 junior high school students. After they had received traditional lessons in class as well as the accompanied e-Learning lessons, the influences of their learning portfolios and learning attitude on the examination scores were studied. Multiple linear regression analysis is employed to conduct data analysis. From the standardized regression model, it is discovered that the main factors affecting the examination scores of students in their learning portfolios are online test, number of hours of reading, and the learning attitude. Moreover, no significant difference is found between male and female students in the aspects of their examination scores, learning attitudes, and learning portfolios. The findings can be helpful for teachers to improve the instruction strategies in Blended e-Learning.

Using remote access to scientific instrumentation to create authentic learning activities in pharmaceutical analysis.

To pilot test and evaluate a gas chromatography-mass spectrometry (GCMS) case study as a teaching and learning tool. A case study incorporating remote access to a GCMS instrument through the Integrated Laboratory Network (ILN) at Western Washington University was developed and implemented. Student surveys, faculty interviews, and examination score data were used to evaluate learning. While the case study did not impact final examination scores, approximately 70% of students and all faculty members felt the ILN-supported case study improved student learning about GCMS. Faculty members felt the "live" instrument access facilitated more authentic teaching. Students and faculty members felt the ILN should continue to be developed as a teaching tool. Remote access to scientific instrumentation can be used to modify case studies to enhance student learning and teaching practice in pharmaceutical analysis.

The impact of alternating dissection on student performance in a medical anatomy course: Are dissection videos an effective substitute for actual dissection?

The way in which anatomy is taught to first year medical students at the University of North Carolina at Chapel Hill was recently changed, so that first year students are now divided into two groups that dissect alternately. The effect of this change on both written and practical test performance was analyzed by comparing grades from 2004 with those from the previous year (2003), when students performed all the dissections. A statistically significant decrease (P < or = 0.05) from 2003 was noted on three of the four written test scores in 2004, while practical examination scores in 2004 fluctuated from lower to higher than those in 2003, depending on the unit of material being covered. However, the number of students failing each of the examinations (written and practical combined) was statistically greater on only one of the four examinations in 2004. Scores of the two groups dissecting alternately in 2004 were essentially the same on the practical examinations. There was no difference in the number of questions answered incorrectly between these two groups in the two practical examinations where comparisons were made. Furthermore, students who dissected a particular structure did not score significantly better on practical questions concerning that structure than students who had not dissected it. The effect of the availability of step-by-step dissection videos on student practical examination scores is also discussed. We conclude that the change in the curriculum had a significant impact on the students' written examination performance, given the same material in the course. The reasons for this include student course load, increased need for self-study, and a loss of a learning opportunity in the dissection laboratory, all of which affect student comprehension and retention of the material and their ability to use it in problem solving.

The Effects of Incorporating Web‐assisted Learning with Team Teaching in Seventh‐grade Science Classes

Due to the implementation of a 9‐year integrated curriculum scheme in Taiwan, research on team teaching and web‐based technology appears to be urgent. The purpose of this study was incorporated web‐assisted learning with team teaching in seventh‐grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self‐reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one‐half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

Factors affecting the anatomy examination scores of first year medical students

This study examined the effect of first year medical students’ use of anatomy website materials on their examination performance. Regression analyses were run to determine the effect of the materials as well as other factors on practical and written anatomy examination scores. Self-efficacy, prior experience, and MCAT scores proved to be strong predictors of student performance, while use of various website components had a much weaker effect. From this result, we conclude that our study would have benefited from examining the effect of website use on short-term outcomes, such as lab quizzes or direct observation in the laboratory, since the program was specifically designed to prepare students for the dissection laboratory. Anecdotal information indicated that students who used the website prior to the laboratory were better prepared for it than those who did not; instructor-student interaction focused on the material covered in the lab, rather than on how to perform the dissection. Based on the findings from our study and our experience, it appears that medical students use multiple resources to prepare for their exams. This project was supported by the Fund for the Development of Post-Secondary Education, US Department of Education.

Learning in teaching hospitals and the community: time to get the balance right

Learning in teaching hospitals and the community: time to get the balance right

Strategies for Improving the Advanced Placement Examination Scores of AP Social Studies Students

WHETHER WE LIKE IT OR NOT, we live in a highly competitive world. Although there is no national competency examination in our subject area, Advanced Placement social studies courses are being used more and more to improve the credentials of college applicants. Those of us teaching these courses are under increasing pressure from parents and school administrators to allow more and more students to take the AP courses and to improve the AP scores of our students. The present standards movement has affected all social studies teachers. As this movement sweeps the country, more and more of us are faced with the difficult task of either teaching meaningful skills or teaching to a test. A recent study I conducted has demonstrated that we can achieve both. The study focused upon improving instruction in AP social studies courses through providing teacher training in the use of different teaching methods and strategies. Specifically, teachers learned the importance of (a) mastery learning, (b) the use of weekly written assessments, (c) the use of primary documents, (d) the use of actual AP tests for practice, (e) the use of student-developed outlines, and (f) vocabulary development. Each of the AP social studies teachers attended an AP Teacher Institute for their

School resources and student achievement revisited: new evidence from panel data

In this study we analyze the effects of changes in school spending on changes in student performance. We use a large sample of matriculation examination scores of Finnish senior secondary school students from the years 1990–1998. We estimate fixed-effect panel data models that use the dramatic changes in the school spending caused by the 1990s’ recession as identifying variation. According to the results, changes in teaching expenditure did not have a significant effect on the test scores. The grade point average in comprehensive school and the parents’ education are the strongest explanatory variables for student achievement.

Does clinical exposure affect medical student examination performance?

Background: Traditionally important components of the surgical clerkship curriculum include lectures, small-group sessions, readings, clinical exposure, and testing. Time constraints require compromise among all these elements. At our institution, clinical exposure of medical students varies according to their team assignments. They differ primarily in exposure to such topics as trauma, inflammatory bowel disease (IBD), and vascular surgery. Purpose: The goal of this study was to quantify the influence of clinical exposure on medical student education, testing whether it influences examination performance. Methods: At the beginning of the clerkship, students were given a written multiple-choice examination covering these three topics. They completed two 4-week blocks on surgery services in various settings. At the end of the clerkship, they were reexamined. Differences between pretest and posttest overall mean rank were analyzed using the Wilcoxon signed ranks test. Differences in improvement based on clinical exposure were analyzed using the Mann-Whitney U test. Results: Statistically significant improvement was seen in overall examination performance, as well as in each of the subsections. However, these improvements could not be accounted for by clinical exposure. There was no statistically significant difference in mean rank in improvement based on clinical exposure to vascular, IBD, or trauma. Conclusions: Student examination scores improved over the course of the clerkship. No improvement could be attributed to greater clinical exposure to a topic.

Are long hours and hard work detrimental to end-clerkship examination scores?

BACKGROUND: Third-year medical students’ complaints focus on the number of hours worked and subsequent lack of study time among three general surgery blocks. We hypothesize that this difference between the surgical blocks does not adversely influence student examination scores. METHODS: Student scores for the academic years 1996–97 to 1997–98 for the National Board of Medical Examiners (NBME) surgery subtests were compiled. A comparison of two “slow” general surgery blocks (B/C) with one “busy” block (A) was made using a two-tailed t test. A multiple regression analysis was also employed. Finally, United States Medical Licensing Examination (USMLE) part I scores were used to determine equivalency of groups. RESULTS: No significant difference existed between block A and blocks B/C in USMLE part I and NBME ( P = 0.35 and 0.16 respectively). However, USMLE and rotation sequence influenced NBME scores ( P < 0.001). CONCLUSION: The data suggest that no difference exists in examination scores between students assigned to a busy general surgery block versus those students assigned to slow blocks.

What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes?

What factor(s) influence the likelihood a student will succeed in college biology? Some researchers have found the primary determinant to be the student's prior knowledge of biology, while others have found it to be reasoning ability. Perhaps the ability of these factors to predict achievement depends on the instructional method employed. Expository instruction focuses primarily on facts and concepts. Therefore, perhaps the best predictor of achievement in expository classes is domain-specific prior knowledge. Inquiry instruction focuses more on how science is done, i.e., on scientific processes; therefore, perhaps the best predictor in inquiry classes is reasoning ability. This study was designed to test these hypotheses. Students enrolled in a nonmajors community college biology course were pretested to determine reasoning ability and prior knowledge. The number of previous biology courses was also recorded as an indicator of prior knowledge. After a semester of either expository or inquiry (learning-cycle) instruction, students took a comprehensive final examination. Reasoning ability but not prior knowledge or number of previous biology courses accounted for a significant amount of variance in final examination score in both instructional methods and with semester examination and quiz scores in inquiry classes. This suggests that reasoning ability limits achievement more than prior knowledge among these biology students, whether they are enrolled in expository or inquiry classes. Reasoning ability explained more of the variance in final examination scores for students enrolled in expository classes (18.8%) than in inquiry classes (7.2%). The reason for this is not clear, but significant improvements in reasoning were found in the inquiry but not in the expository classes. These improvements were accompanied by significant differences in achievement in the inquiry classes. Perhaps the reasoning improvement facilitated the better and more equal achievement for students in the inquiry classes, thus reducing the correlation between initial reasoning ability and final achievement. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 89-103, 1998.

Surgical clerkship performance of traditional and nontraditional students in a problem-based learning environment

To determine whether nontraditional students perform better than traditional students during surgical clerkships as reflected on the surgical clerkship final examination. Retrospective review of medical student records from the classes of 1986 through 1993. Students admitted soon after completing undergraduate training were identified as "traditional," and those having prior careers as "nontraditional." There were 150 traditional and 72 nontraditional students. The ratio of men to women and admission MCAT scores were not significantly different. Traditional students were significantly younger and had higher admission grade point averages (GPAs). Nontraditional students were more likely to be married and have children. Final examination scores of traditional and nontraditional students were not significantly different. MCAT scores and college GPAs were the best predictors of final examination performance. Married students performed significantly better than single students. There was no significant difference between nontraditional and traditional student performance on the surgical clerkship final examination.