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A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context

BACKGROUND: No validated model exists to explain the learning effects of assessment, a problem when designing and researching assessment for learning. We recently developed a model explaining the pre-assessment learning effects of summative assessment in a theory teaching context. The challenge now...

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Autores principales: Cilliers, Francois J, Schuwirth, Lambert WT, van der Vleuten, Cees PM
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3375194/
https://www.ncbi.nlm.nih.gov/pubmed/22420839
http://dx.doi.org/10.1186/1472-6920-12-9
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author Cilliers, Francois J
Schuwirth, Lambert WT
van der Vleuten, Cees PM
author_facet Cilliers, Francois J
Schuwirth, Lambert WT
van der Vleuten, Cees PM
author_sort Cilliers, Francois J
collection PubMed
description BACKGROUND: No validated model exists to explain the learning effects of assessment, a problem when designing and researching assessment for learning. We recently developed a model explaining the pre-assessment learning effects of summative assessment in a theory teaching context. The challenge now is to validate this model. The purpose of this study was to explore whether the model was operational in a clinical context as a first step in this process. METHODS: Given the complexity of the model, we adopted a qualitative approach. Data from in-depth interviews with eighteen medical students were subject to content analysis. We utilised a code book developed previously using grounded theory. During analysis, we remained alert to data that might not conform to the coding framework and open to the possibility of deploying inductive coding. Ethical clearance and informed consent were obtained. RESULTS: The three components of the model i.e., assessment factors, mechanism factors and learning effects were all evident in the clinical context. Associations between these components could all be explained by the model. Interaction with preceptors was identified as a new subcomponent of assessment factors. The model could explain the interrelationships of the three facets of this subcomponent i.e., regular accountability, personal consequences and emotional valence of the learning environment, with previously described components of the model. CONCLUSIONS: The model could be utilized to analyse and explain observations in an assessment context different to that from which it was derived. In the clinical setting, the (negative) influence of preceptors on student learning was particularly prominent. In this setting, learning effects resulted not only from the high-stakes nature of summative assessment but also from personal stakes, e.g. for esteem and agency. The results suggest that to influence student learning, consequences should accrue from assessment that are immediate, concrete and substantial. The model could have utility as a planning or diagnostic tool in practice and research settings.
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spelling pubmed-33751942012-06-15 A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context Cilliers, Francois J Schuwirth, Lambert WT van der Vleuten, Cees PM BMC Med Educ Research Article BACKGROUND: No validated model exists to explain the learning effects of assessment, a problem when designing and researching assessment for learning. We recently developed a model explaining the pre-assessment learning effects of summative assessment in a theory teaching context. The challenge now is to validate this model. The purpose of this study was to explore whether the model was operational in a clinical context as a first step in this process. METHODS: Given the complexity of the model, we adopted a qualitative approach. Data from in-depth interviews with eighteen medical students were subject to content analysis. We utilised a code book developed previously using grounded theory. During analysis, we remained alert to data that might not conform to the coding framework and open to the possibility of deploying inductive coding. Ethical clearance and informed consent were obtained. RESULTS: The three components of the model i.e., assessment factors, mechanism factors and learning effects were all evident in the clinical context. Associations between these components could all be explained by the model. Interaction with preceptors was identified as a new subcomponent of assessment factors. The model could explain the interrelationships of the three facets of this subcomponent i.e., regular accountability, personal consequences and emotional valence of the learning environment, with previously described components of the model. CONCLUSIONS: The model could be utilized to analyse and explain observations in an assessment context different to that from which it was derived. In the clinical setting, the (negative) influence of preceptors on student learning was particularly prominent. In this setting, learning effects resulted not only from the high-stakes nature of summative assessment but also from personal stakes, e.g. for esteem and agency. The results suggest that to influence student learning, consequences should accrue from assessment that are immediate, concrete and substantial. The model could have utility as a planning or diagnostic tool in practice and research settings. BioMed Central 2012-03-16 /pmc/articles/PMC3375194/ /pubmed/22420839 http://dx.doi.org/10.1186/1472-6920-12-9 Text en Copyright ©2012 Cilliers et al; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Cilliers, Francois J
Schuwirth, Lambert WT
van der Vleuten, Cees PM
A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
title A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
title_full A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
title_fullStr A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
title_full_unstemmed A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
title_short A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
title_sort model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3375194/
https://www.ncbi.nlm.nih.gov/pubmed/22420839
http://dx.doi.org/10.1186/1472-6920-12-9
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