Summative Assessment Research Articles

Evaluation of parenteral injection skills of medical undergraduates on mannequins in a tertiary care teaching hospital in South India – A cross-sectional study

Abstract Appropriate knowledge and expertise of parenteral injection is vital in the medical field. Hence we impart training on mannequins before the students practice on patients. This study was conducted to evaluate the skill exhibited by the students in parenteral injection skills, namely intravenous, intramuscular, intradermal and subcutaneous injections. The students were assessed for step based on the pre-validated check list created for Objective Structured Practical Examination. In this study, 16 % of the students failed to check the prescription order before starting the procedure. The name and the expiry date of the drug was not checked by 22 % of the students. Hundred percent of the students sterilized their hands. Loading of drug was done properly by 80 % of the students and 88 % of the students checked for air bubbles in the syringe and removed them properly. The site for injection was not sterilized by 26 percent of the students. Tourniquet was not applied by 19 percent of the students and 28 % of the students did not hold the bevel up during insertion for intravenous route. The steps where frequent faltering happened needs to be emphasized for them to perform better in a more efficient manner during the summative assessment as well as for future practice.

Clinical Assessment Specialists: A New Faculty Role to Improve Clerkship Assessment.

Ambulatory clerkships, including longitudinal integrated clerkships (LICs), face challenges to assessment, including time pressure and clinical demands on preceptors. High-quality clinical assessment is critical to implementing competency-based medical education, generating valid grades, and supporting learning. This importance is further heightened with the new pass/fail scoring for US Medical Licensing Exam Step 1, discontinuation of US Medical Licensing Exam Step 2 Clinical Skills, and the growing concern for bias in assessment. The Kaiser Permanente Bernard J. Tyson School of Medicine's LIC spans the first 2 years with 50 students per class. In 2021-2022, the authors created a new faculty role, the clinical assessment specialist (CASp). CASps are highly trained clinical teachers who directly observe clerkship students in the ambulatory setting, provide feedback, and complete competency-based assessment forms. CASps completed 186 assessments of first-year (Y1) LIC students and 333 assessments of second-year (Y2) LIC students. Y2 students achieved average higher milestones and were rated as requiring less supervision compared to Y1 students. Y1 students rated CASps more favorably than Y2 students. Preceptors rated the contribution of CASps similarly across both years. Clerkship directors described benefits including identification of at-risk students and value of augmenting preceptor assessments. The CASp role may offer an innovative way to generate valid assessment of student performance, offset clinical pressures faced by preceptors, identify at-risk students, and mitigate bias, especially in an LIC. Future studies may examine assessment validity, including use in summative assessment. CASps are an innovative approach to clinical clerkship assessment.

Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students

Background Because of COVID-19, the 2020 written medical examinations were replaced by mandatory formative online assessments. This study aimed to determine students’ performance, self-assessment of performance, and perception about the switch from a summative to a formative approach. Methods Medical students from year 2 to 5 (n=648) were included. They could repeat each test once or twice. They rated their performance after each attempt and were then given their score. Detailed feedback was given at the end of the session. An online survey determined medical students’ perception about the reorganization of education. Two items concerned the switch from summative to formative assessments Results Formative assessments involved 2385 examinees totaling 3197 attempts. Among examinees, 30.8% made at least 2 attempts. Scores increased significantly at the second attempt (median 9.4, IQR 10.8), and duration decreased (median -31.0, IQR 48.0). More than half of examinees (54.6%) underestimated their score, female students more often than male. Low performers overestimated, while high performers underestimated their scores. Students approved of the switch to formative assessments. Stress was lessened but motivation for learning decreased. Conclusions Medical students’ better scores at a second attempt support a benefit of detailed feedback, learning time and re-test opportunity on performance. Decreased learning motivation and a minority of students repeating the formative assessments point to the positive influence of summative assessment on learning.

Implementation of Technology Enhanced Formative Assessments in 21st Century Education

Teaching methods in the 21st century are more inclined to be more creative and innovative in engaging students in the digital era. Technology tools have become pivotal in 21st-century education, where students prefer flexible learning. 21st-century learning has also become more inclusive, where students become active learners. 21st-century learning has also taken a paradigm shift in analyzing student performance. Student progress is monitored by their continuous performance in the classroom in the form of feedback-based formative assessments instead of limiting them to graded summative assessments. This paper focuses on lecturers’ views on 21st-century classrooms and their challenges in implementing 21st-century learning methods. The role of technology-assisted formative assessments has also been investigated through qualitative research conducted among selected lecturers from two departments in a private institution. Research findings proved that lecturers are much more inclined towards 21st-century learning as students and lecturers like more interactive and formative assessments, as they promote continuous learning. However, using technology tools has mixed among lecturers due to its constraints in certain boundaries. It is also found that implementing 21st-century learning in the classroom contributes to challenges for the lecturers regarding technology adaptation, time constraints, and student motivation.

Veterinary Student Evaluations of Teaching: Scores and Response Rate When Administered before or after Final Exams.

In higher education, instructors and administrators use student evaluations of teaching (SETs) as formative and summative assessments of instruction; thus, they need adequate response rates for optimal validity and reliability. Veterinary students are often requested to complete dozens of SETs each semester, and response rate is shown to decline as the number of SETs increases. Allowing students to complete SETs after final examinations has been suggested to help increase response; however, students' knowledge of their final course grade has been previously shown to negatively influence SET scores. This case study explored how making SETs available to veterinary students after final exams affected quantitative item scores and response rate when compared to SETs administered during the final weeks of the semester, prior to final examinations. Participants (n = 262) were randomly assigned to before finals or after finals groups, and 171 students completed 2,926 SETs. Students were more likely to complete evaluations before finals (vs. after), and first-year students completed more SETs than third-year students. Compared to the prior year, in which SETs were administered before finals, students in the study year completed 31% fewer SETs. Timing of SET delivery did not significantly affect SET item scores, but third-year students rated instructors higher than first-year students on five of 10 items. Students' self-reported expected grade was positively correlated with all 10 SET items for both groups. In this study, timing of completion had no statistical effect on SET item score. However, when students completed SETs after final exams, response rates decreased.

Perception of Medical Students Toward the Impact of Online Education on their Academic Performance and Emotional Wellbeing

Introduction: Online education was used to some extent in all fields before COVID 19 pandemic. Its use has markedly increased during the pandemic, with a major shift from traditional teaching methods to online and hybrid teaching. Due to advancements in medicine and technology, the use of e-learning and artificial intelligence in health education is compulsory. 
 Objective: This study aims to determine the perceptions of medical students toward the impact of online education on their academic performance and emotional well-being.
 Methods: A 31-item questionnaire was devised on Google Forms and disseminated through WhatsApp groups of the fourth- and final-year MBBS students of Allama Iqbal Medical College. The survey was administered from April 4th, 2023, to April 30th, 2023. The questionnaire consisted of mixed-style questions. The medical students were asked about their perceptions of online education and its impact on academic performance and emotional well-being. Results: More than 50 percent of students reported a positive impact of online education on their academic performance, but it negatively affected their practical skills. Many students experienced anxiety, stress, and difficulty focusing during online education. A significant difference is observed due to student status and residential status in their academic performance and emotional well-being.
 Conclusion: Students have positive perceptions of their academic performance in terms of formative and summative assessment scores but experience negative effects on their practical skills. It is associated with various degrees of emotional disturbance, including stress, anxiety, less motivation, and an attention deficit.
 Keywords: Online Education, Academic Performance, Emotional well-being

Research Review on the Improvement of Scholarships Evaluation in Chinese Colleges

Scholarships have been playing an important role in higher education because of its positive incentives. As the essential element of scholarships, scholarships evaluation has a direct influence on the effect of scholarships. Educational workers have worked on improving scholarships evaluation for function maximization, and they have gained theoretical and practical achievements. Built on related studies, the paper is to briefly introduce the current situation of scholarships in Chinese colleges from three aspects: purpose, program and process, to describe three obvious difficulties scholarships evaluation having faced: Matthew effect caused by changeless criteria, unfairness in reviewing non-academic criteria, and the dominance of summative assessment, and to relate three corresponding strategies educational workers have put forward: making Catfish effect by establishing dynamic evaluation system, increasing fairness by quantitating non-academic criteria, and weakening the dominance of summative assessment by introducing foreign educational assessment theories. It is worth to further explore how to gain better balance between achieve effectiveness and demonstrate practicality.

Implementation of Computer-Based Summative Assessment

In this current condition, SMK Negeri 1 Tanjungpandan has utilized a paper-based test as the main method of carrying out academic exams and evaluations. Nevertheless, through the rapid development of information and communication technology, various schools and educational institutions have started to switch the evaluation process using computer-based tests as a much more efficient and effective alternative. This also applies to SMKN 1 Tanjungpandan, that expect to implement a computer-based test as the substitute for paper-based tests. This study aims to describe the implementation of computer-based summative assessment at SMK Negeri 1 Tanjungpandan. The subjects in this study were school principals, vice principals for curriculum, the school management team and proctors and technicians in charge of assessment activities. The object of this study is the use of computers based tests in the implementation of summative assessments. This research is a descriptive type using a qualitative approach with the best practice method. The research data were collected by observation and interview methods. Data analysis included data presentation and drawing conclusions. The results of the research conducted shows that the computer-based summative assessment has been running well. This can be seen from the process of preparation, implementation, monitoring, evaluation, and reporting of the assessment results that proceeded smoothly. This is also supported by the readiness of human resources in performing duties as proctors and technicians, as well as adequate infrastructure for the implementation of computer-based summative assessments.

The new Diploma of Rural Generalist Anaesthesia: Supporting Australian rural and remote communities.

In 2023, a Diploma of Rural Generalist Anaesthesia (DipRGA) was implemented across Australia. Developed collaboratively by the Australian and New Zealand College of Anaesthetists (ANZCA), the Australian College of Rural and Remote Medicine (ACRRM) and the Royal Australian College of General Practitioners (RACGP), the 12-month qualification is completed during or following ACRRM or RACGP Rural Generalist Fellowship training. Focused on the needs of rural and remote communities for elective and emergency surgery, maternity care, resuscitative care for medical illness or injury, and stabilisation for retrieval, the DipRGA supports rural generalist anaesthetists working within collaborative teams in geographically isolated settings. The goal is a graduate who can anaesthetise American Society of Anesthesiologists physical status class 1, 2 and stable 3 patients for elective surgery, provide obstetric anaesthesia and analgesia, anaesthetise paediatric patients and undertake advanced crisis care within their scope of practice. Crucially, they also recognise both limitations of their skills and local resources available when considering whether to provide care, defer, refer or transfer patients. DipRGA curriculum design commenced by adapting the ANZCA specialist training curriculum with consideration of the training approach of both the ACRRM and the RACGP, particularly the rural and remote context. Curriculum content is addressed in seven entrustable professional activities supported by workplace-based assessments and multisource feedback. Trainees are supervised by rural generalist anaesthetists and specialist anaesthetists, and complete flexible learning activities to accommodate geographical dispersion. Standardised summative assessments include an early test of knowledge and an examination, adapted from the ACRRM structured assessment using multiple patient scenarios.

Beliefs and understandings of assessment theories and terminologies by university lecturers

This study investigated the beliefs and practices of university lecturers around assessment theories and their links with teaching practices. Given the discrepancies in the literature, the research explored the gap in theoretical understandings of summative and formative assessment and the relationship between them, as well as the relationship with lecturers’ own practices. In total, 109 lecturers from a Colombian institution of higher education participated. An instrument consisting mainly of quantitative questions, with some qualitative questions, which was originally designed to investigate these beliefs and practices among higher education lecturers in England, was used. The translation, validation and reliability processes of the instrument were carried out. Thus, an exploratory factorial study was performed to establish the dimensions of the instrument, determining seven factors. The results indicate discrepancies between what lecturers understand by formative and summative assessment and their practices in the classroom. This coincides with the theoretical contradictions also found in the analysis of specialised literature. It is concluded that a detailed understanding of the discrepancies between beliefs and practices would be valuable in redesigning the ways in which the training of lecturers’ assessment competencies is approached.

Problematika pelaksanaan pembelajaran IPAS kurikulum merdeka materi masyarakat yang beradab kelas IV sekolah dasar

<p>This qualitative descriptive research study focuses on the implementation of the IPAS curriculum for free material civilized society class IV SDN 01 Plumbon in 2022/2023. The study uses purposive sampling techniques, observation, documentation study interviews, and creswell data analysis to analyze the learning outcomes. The results show that differential learning is not optimal, and teachers face challenges such as passive interaction and less attention. Students also face issues like lack of IPAS accompanying books and disturbances in focus. To address these issues, the study recommends using varied learning methods, following seminars, and providing support and feedback. The study also examines learning outcomes through formative and summative assessments, with an average formative value of 81 and an average summative value of 77.5.</p><p> </p>

Penggunaan media pop up book dalam pembelajaran pendidikan pancasila materi makna simbol sila pancasila pada siswa kelas 4 di Sekolah Dasar

<p><strong><em>Abstract</em></strong><em>. The purpose of this research is to describe and analyze the use of pop up book media in teaching Pancasila education about the meaning of Pancasila symbols in grade 4 students at SD N Banmati 02 in the 2022/2023 academic year. The form of this research is a type of analytical research with a qualitative approach. The subjects of this study were 17 students and teachers of Pancasila education in grade 4 of SD N Banmati 02 for the 2022/2023 academic year. Data collection techniques are carried out by observation, interviews, and documentation. Test the validity of the data using the triangulation method. The data analysis step uses the Creswell analysis technique. The conclusion of this study is that the use of Pop Up Book media in learning planning is already in the good category but there are still obstacles including not reaching all students, it can only be used for visual learning styles, its use must be careful, and the production costs are expensive. The results of learning the material for the meaning of the Pancasila precepts using Pop Up Book media consisted of a formative assessment of 76% getting a score of 82 and above, and a summative assessment of 75% getting a score of 83 and above so that the use of Pop Up Book media was successful.</em></p><p> </p>

An evaluation of dental continuing professional development programs in the USA and Canada.

This research explores continuing professional development (CPD) requirements for dental regulatory/licensing authorities located in the USA/Canada and their preferences toward different learning and assessment strategies. Data were first retrieved through an environmental scan of CPD requirements posted on the websites for the 62 regulatory/licensing authorities located in the USA/Canada. Subsequently, an electronic questionnaire was distributed to the appropriate contact at each regulatory authority to capture additional data related to knowledge and preferences. The environmental scan revealed that Canadian CPD programs had a significantly higher (p<0.05) average of required CPD hours (26.67±5.44) when compared to the USA (18.20±4.23). For the survey component, 35 completed responses were received (response rate 56%). A total of 54% of respondents selected from a Likert scale that they "rarely" incorporate formative assessments, and 68% only "sometimes" or "often" incorporate summative assessments into their CPD programs. Additionally, 63% of respondents "never" incorporated predisposing activities, and 57% "never" incorporated reinforcing activities. It was perceived that renewal fees were insufficient to finance ongoing CPD costs (60%) and external industry sponsorships were required to sustain programs (43%). Respondents indicated that there is an insufficient number of evidence-based courses available in a variety of dental disciplines. Formative and summative assessments and predisposing and reinforcing learning activities were not viewed as essential tools in CPD programs. Costs and human resources could be possible obstacles in incorporating learning activities and assessments. Future studies can build from the initial results of this study to improve the quality of learning in CPD programs.

Proctoring as a human substitution for online summative assessments in a comprehensive open distance e-learning institution: Opportunities and obstacles

At a comprehensive open distance e-learning (CODeL) university in South Africa, assessment practices were converted and offered online during and post COVID-19. Innovative proctoring methods were applied to secure the authenticity of online summative assessments. However, the use of such proctoring tools to ensure ethical behaviour of students during summative assessments remains questionable, as these tools are not infallible. A qualitative approach was applied to explore ways in which online proctoring tools can contribute toward ensuring authentic summative assessments. Through the application of collaborative autoethnography, the researchers obtained insight into opportunities and obstacles that may influence the effective use of online proctoring tools to support summative assessment activities. Findings indicate that students would go to great lengths to consult unauthorised material and share answers during summative assessments. Therefore, to enhance perceptions of ethical conduct in higher education, it is recommended that ethical principles are expanded through extended training and guidance with revolutionised proctoring technologies.

The validity of Engagement and Feedback Assessments (EFAs): identifying students at risk of failing

BackgroundImperial College School of Medicine, London UK, introduced a new curriculum in 2019, with a focus on the GMC outcomes for graduates, and pedagogy best practice. The new curriculum included formative assessments, named engagement and feedback assessments (EFAs), to support learning, and attainment in the summative examinations. The aims of this study were to assess the validity of EFAs and to determine whether they have utility as a modified form of programmatic assessment to inform decision-making regarding possible interventions by measuring and analysing attendance at and performance in these formative events.MethodsSeven hundred and sixty-one students were included in the study and assessment results were included for academic years 2019/20 to 2020/21. Forty-one data points per student, (27 in Year 1 and 14 in Year 2) were used, to compare EFA scores with the summative performance. Attendance was monitored through engagement with the EFAs.ResultsCohort 1 (enrolled 2019): In year 1, EFAs were associated with summative exam scores (overall r = 0.63, p < 0.001). Year 2, EFA scores were also associated with summative scores (overall r = 0.57, p < 0.001), including the clinical practical assessment (r = 0.45, p < 0.001).Missing two or more EFAs was associated with a significant increase in the likelihood of failing one or more summative examinations in the first year (OR: 7.97, 95% CI 2.65–34.39) and second year (OR: 3.20, 95% CI 1.74–5.95). Missing more than two EFAs in their first year was also associated with a higher risk of failing a summative examination in the second year (OR: 2.47, 95% CI 1.33–4.71). Students who increased their attendance between year 1 and 2 fared better in summative assessment than those who maintained poor attendance, whereas those that reduced their attendance fared worse than those that maintained high attendance.Cohort 2 (enrolled 2020): Analysis of cohort 2 supported these findings and in this cohort missing two or more EFAs was again associated with an increased likelihood of failing a summative examination (OR = 4.00, 95% CI = 2.02–7.90).ConclusionOur EFA model has validity in predicting performance in summative assessments and can inform prospective interventions to support students’ learning. Enhancing attendance and engagement can improve outcomes.

Teledentistry content in Canadian dental and dental hygiene curricula.

To explore the extent to which teledentistry (TD) content is incorporated into Canadian dental and dental hygiene curricula. An anonymous survey was distributed among all 10 dental and 35 dental hygiene programs across Canada in June and July 2022. The survey focused on TD teaching (methods employed, content taught, and barriers to TD education), with descriptive (frequency, maximum, minimum, mean) and inferential (Pearson chi-square for odds ratio test) data analyses using SPSS. A ρ - value<0.05 was considered statistically significant. Thirty-four programs responsed to the survey, including all dental (n=10) and 68% (n=24) of dental hygiene programs; eighteen reported having TD content, including three dental programs. An average of 9.22±4.86h was reported for teaching TD, with lecture format as the most employed approach and using TD in dental practice as the most covered topic. While 53% of the dental hygiene programs employed formative and summative assessments, only one dental program reported having assessment for this content. Moreover, programs that dedicated less than 9 h to teaching this content were less likely to address more than seven topics (Odds ratio (OR)=0.14). The dental and dental hygiene programs in Canada differ in their offering TD education, and 30% of the dental and 62.5% of the surveyed dental hygiene programs addressed TD content. This scarcity emphasizes the necessity for incorporating such content in future curriculum planning to consequently decrease the lack of knowledge, an identified barrier to TD implementation in education and practice, as today's students will be future educators.

Pete and the Missing Scissors: a primary literature-focused case study that highlights the impact of SARS-CoV-2 on splicing.

This case study was designed to help students explore the molecular mechanisms of the spliceosome and how SARS-CoV-2 impacts host cell spliceosomal function while interpreting figures from primary literature (A. K. Banjeree, et al., Cell 183:1325-1339, e1-e10, 2020, https://doi.org/10.1016/j.cell.2020.10.004). "Pete and the Missing Scissors" was designed and implemented in the spring of 2022 and fall of 2022 in two large-enrollment (150+) introductory molecular biology courses at a large, public research institution. The case study was formatted in alignment with the National Center for Case Study Teaching in Science (NCCSTS) framework, which has been shown to be an effective, student-centered approach to teaching complex biological concepts at the undergraduate level. The case study had four student learning objectives (SLOs) that aligned with Bloom's Revised Taxonomy and required students to develop an understanding of the molecular mechanisms of splicing and analyze and interpret a figure from primary literature. Both formative and summative assessment questions are included in this activity, with each question mapping to one of the case study SLOs. Summative assessment questions were given in a pre-/post-manner, and a paired t-test was used to evaluate differences between students' pre- and post-assessment scores. Assessment results demonstrated that students in both courses mastered each of the SLOs of this case study, given the significant increase in post-assessment scores compared to the pre-assessment. These findings indicate that the "Pete and the Missing Scissors" case study is an effective approach to develop students' understanding of the spliceosome, as well as ability to interpret figures from primary literature.

Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs

Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs

An outcomes-based module education via flipped classroom enhances undergraduate oral histopathology learning

IntroductionOral histopathology is a bridge course connecting oral basic medicine and clinical dentistry. However, the application of outcomes-based education via flipped classroom (FC) in oral histopathology has not been well explored. This study has assessed the efficacy of outcomes-based education via FC in undergraduate oral histopathology module learning in Nanjing Medical University of China.Materials and methodsA total of 214 third-year students were enrolled and assigned to the FC group of the batch 2022-23 (n = 110) and the traditional classroom (TC) group of the batch 2021-22 (n = 104) to participate the oral histopathology sessions respectively in the study. The FC group were required to preview the online course materials pre-class, followed by in-class quizz, in-class interactive group discussion, and slides microscopic observation. The outcomes-based formative and summative assessments for FC were designed. The TC group attended traditional laboratory class for the same glass slides microscopic observation. In addition, a questionnaire was performed to investigate the satisfaction of learning. Along with this, the performances of FC group in written theory tests and oral histopathology slide tests were compared with TC group.ResultsStudents in the FC group gained significantly final higher scores of the course than those in the TC group (score: 83.79 ± 11 vs. 76.73 ± 10.93, P<0.0001). Data from the student questionnaires indicated a preference for outcomes-based module education via FC. In the questionnaires, most students considered outcomes-based module education via FC to be beneficial to learning motivation, knowledge comprehension, critical thinking and teamwork. FC group had a higher level of satisfaction with oral histopathology teaching than TC group (satisfaction score: 4.599 ± 0.1027 vs. 4.423 ± 0.01366, P<0.01).ConclusionAn outcomes-based module education via FC has a promising effect on undergraduate oral histopathology education.

Implementasi Proyek Penguatan Profil Pelajar Pancasila dalam Proses Pembelajaran

This research analyzes the implementation of the Strengthening Student Pancasila Profile Project (P5) in the context of learning to enhance students' competencies and character development within the dimensions of the Pancasila student profile. The study, conducted in Project Class 1 of SMA Negeri Jenggawah for the 2022/2023 academic year, focuses on local wisdom and an "ecoprint" project. Data collection methods include interviews, observations, and documentation, with subsequent analysis involving data condensation and presentation. The study reveals that the P5 activities follow a model of introduction, contextualization, action, reflection, and follow-up. Assessment utilizes rubrics based on profile indicators, while the evaluation process comprises reflection, formative and summative assessments. Follow-up efforts aim to promote environmentally friendly practices in pursuit of an Adiwiyata-based school. The research concludes that implementing P5 strengthens students' character dimensions, particularly in fostering a sense of mutual cooperation, faith, piety, noble character, and creativity within the Pancasila student profile.