(2020) A new method of "student-centered formative assessment" and improving students' performance: An effort in the health promotion of community. Journal of Education and Health Promotion. ISSN 2277-9531
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Abstract
BACKGROUND: Improving the learning process in education will empower medical students, and also formative assessment helps improve the teaching-learning process by providing ongoing reflective information about learning gaps. OBJECTIVE: The aim of this study was to explore the effect of student-centered formative assessment by weekly reflective self-correction quizzes on medical laboratory students' performance on the final examination of hematology course in 2018. MATERIALS AND METHODS: A semi-experimental study was conducted on fifty students divided randomly into intervention (n = 25) and control groups (n = 25) using convenience sampling in 2018 from Torbat Heydariyeh University of Medical Sciences, Iran. Data analysis was performed using SPSS software version 16, two-sample t- test, Chi-square test, and analysis of covariance. RESULTS: The intervention had positive effects on students' mean test scores in hematology II so that the intervention and control groups managed to obtain 18.45 +/- 1.46 and 14.57 +/- 2.64, respectively (P < 0.01). CONCLUSIONS: The results suggested that weekly formative assessments along with reflective self-correction activity and active participation of students in the learning process by designing questions could improve student learning.
Item Type: | Article |
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Keywords: | Assessment, education, health promotion, student, test |
Journal or Publication Title: | Journal of Education and Health Promotion |
Journal Index: | ISI |
Volume: | 9 |
Number: | 1 |
Identification Number: | https://doi.org/10.4103/jehp.jehp₇₅₃₁₉ |
ISSN: | 2277-9531 |
Depositing User: | پریسا مرادی |
URI: | http://eprints.thums.ac.ir/id/eprint/2953 |
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