Formative assessment and academic achievement in pre-graduate students of health sciences
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A total of 548 students from three health science degrees (Medicine, Psychology and Biology) from four Spanish universities were involved in this study. The students who carried out mid-term formative assessment got better marks and had higher success rates in final summative assessment that the students who did not participate. In addition, success in formative assessment tests was associated with better summative marks. Interestingly, participation in formative assessment was a better predictor of final outcome than success in formative assessment, a result that supports the key role of feedback in formative assessment. Students who took the mid-term examination, irrespective of their success, obtained feedback about their achievement and probably this determined their greater involvement in the learning process. Although causal relationships between formative and summative assessment cannot be established from this research, the generalized benefits of formative assessments found here encourage the practice of them in health sciences education.
- Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–74. CrossRef
- Caseras, X., Martínez, A., Ortet, G., & Pérez, J. (1999). Evaluaciones formativas en estudios de ciencias de la salud [Formative assessment in health sciences studies]. Educación Médica, 2, 58–9.
- Cohen-Schonatus, J. (1999). Student assessment and examination rules. Medical Teacher, 21, 318–321. CrossRef
- Editorial. (1998). La evaluación formativa [Formative assessment]. Educación Médica, 1, 89.
- Friedman, M. (1999). Assessment in outcome-based education. Medical Teacher, 21, 23–25. CrossRef
- Guilbert, J. J. (Ed.). (1992). Education handbook for health personnel (6th ed.). Geneve: World Health Organization.
- Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, 4, 365–369.
- Hart, I. (1999). Best evidence medical education (BEME). Medical Teacher, 21, 453–454. CrossRef
- Liaison Committee on Medical Education. (2002). Guide to the institutional self-study. Washington DC: Association of American Medical Colleges.
- Nendaz, M. R., & Tekian, A. (1999). Assessment in problem-based learning medical schools: A literature review. Teaching and Learning in Medicine, 11, 232–243. CrossRef
- Nennin, S. P., & Kalishman, S. (1999). Student assessment. Academic Medicine, 73, s46–s54.
- Neufeld, V. R., Woodward, C. A., & McLeord, S. M. (1989). The McMaster MD program: A case study of renewal in medical education. Academic Medicine, 64, 423–432. CrossRef
- Rolfe, I., & McPherson, J. (1995). Formative assessment: How am I doing? Lancet, 345, 837–839. CrossRef
- Rushton, A. (2005). Formative assessment: A key to deep learning? Medical Teacher, 27, 509–513. CrossRef
- Sadler, D. R. (1989). Formative assessment in the design of instructional systems. Instructional Science, 18, 119–144. CrossRef
- Wass, V., Van der Vluten, C., Shatzer, J., & Jones, R. (2001). Assessment of clinical competence. Lancet, 357, 945–949. CrossRef
- Formative assessment and academic achievement in pre-graduate students of health sciences
Advances in Health Sciences Education
Volume 14, Issue 1 , pp 61-67
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Formative assessment
- Higher education
- Academic achievement
- Industry Sectors
- Author Affiliations
- 1. Faculty of Psychology, Universidade de Santiago de Compostela, Campus universitario s.n., 15702, Santiago de Compostela, Spain
- 2. Faculty of Health and Life Sciences, Universitat Pompeu Fabra, Barcelona, Spain
- 3. Faculty of Medicine, Universitat Autònoma de Barcelona, Barcelona, Spain
- 4. Faculty of Human and Social Sciences, Universitat Jaume I, Castellon, Spain