The assessment of a structured online formative assessment program: A randomised controlled trial

BMC Medical Education

Volumn 14, Issue 1, 2014, Pages

  Palmer, Edward ^a   Devitt, Peter ^a  

^a UNIVERSITY OF ADELAIDE   (Australia)

Author keywords

Engagement; Formative assessment; Online learning; Summative assessment

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; AUSTRALIA; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; EDUCATION; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; METHODOLOGY; ONLINE SYSTEM; PROGRAM EVALUATION; RANDOMIZED CONTROLLED TRIAL; TEACHING;

ANALYSIS OF VARIANCE; AUSTRALIA; COMPUTER-ASSISTED INSTRUCTION; EDUCATION, DISTANCE; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; LEARNING; ONLINE SYSTEMS; PROGRAM EVALUATION; STUDENTS, MEDICAL;

EID: 84892158606     PISSN: None     EISSN: 14726920     Source Type: Journal    
DOI: 10.1186/1472-6920-14-8     Document Type: Article

References (30)

1. On the relationship between assessment for formative and summative purposes. Harlen W, Assessment and learning. edn London, UK: Sage Pubns Ltd, London J, Gardner J, 2006
2. Developing sustainable feedback practices. Carless D, Salter D, Yang M, Lam J, Stud High Educ 2011 4 395 407
3. Feedback: an essential element of student learning in clinical practice. Clynes MP, Raftery SEC, Nurse Educ Pract 2008 8 6 405 411 10.1016/j.nepr.2008. 02.003 18372216
4. University of Adelaide, SELT Aggregates: Health Sciences University of Adelaide 2011 [ http://www.adelaide.edu.au/planning/selt/aggregates/2011/health/ 2011FY-Agg-HLTHSCI-(Standard%20Course%20Evaluation%20All%20Student%20Levels). pdf ] Retrieved January 2014
5. The widening gap between clinical, teaching and research work. Joyce CM, Piterman L, Wesselingh SL, Med J Aust 2009 191 3 169 172 19645649
6. Entering and navigating academic medicine: academic clinician-educators' experiences. Kumar K, Roberts C, Thistlethwaite J, Med Educ 2011 45 5 497 503 10.1111/j.1365-2923.2010.03887.x 21486325
7. Academic advancement of clinician educators: why is it so difficult? Alexandraki I, Mooradian A, Int J Clin Pract 2011 65 11 1118 1125 10.1111/j.1742-1241.2011.02780.x 21995690
8. How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Bernard R, Abrami P, Lou Y, Borokhovski E, Wade A, Wozney L, Wallet P, Fiset M, Huang B, Rev Educ Res 2004 74 3 379 439 10.3102/00346543074003379 (Pubitemid 39604249)
9. Computer-assisted learning in orthodontic education: a systematic review and meta-analysis. Al-Jewair T, Azarpazhooh A, Suri S, Shah P, J Dent Educ 2009 73 6 730 739 19491350
10. Computer-based instruction and health professions education: a meta-analysis of outcomes. Cohen P, Dacanay LS, Eval Health Prof 1992 15 3 259 281 10.1177/016327879201500301 (Pubitemid 23075049)
11. Effects of computer-assisted instruction on studentsí achievement in Taiwan: A meta-analysis. Liao YC, Comput Educ 2007 48 2 216 233 10.1016/j.compedu.2004.12.005 (Pubitemid 44573575)
12. Where's the proof? A review of literature on effectiveness of information technology in education. Kadiyala M, Crynes B, Frontiers in Education Conference: 2002; Tempe AZ, USA: IEEE 2002 33 37
13. Effectiveness of computer-based instruction: an updated analysis. Kulik C, Kulik J, Comput Hum Behav 1991 7 1-2 75 94
14. The effectiveness of computer applications: a meta-analysis. Khalili A, Shashaani L, J Res Comput Educ 1994 27 48 61
15. Means B, Toyama Y, Murphy R, Bakia M, Jones K, Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies 2010
16. Limitations of student-driven formative assessment in a clinical clerkship. A randomised controlled trial. Palmer EJ, Devitt PG, BMC Med Educ 2008 8 29 10.1186/1472-6920-8-29 18471324 (Pubitemid 351744798)
17. Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning. Velan G, Jones P, McNeil HP, Kumar R, BMC Med Educ 2008 8 1 52 10.1186/1472-6920-8-52 19032738
18. The modified essay question: its exit from the exit examination? Palmer EJ, Duggan P, Devitt PG, Russell R, Med Teach 2010 32 7 300 307 10.3109/0142159X.2010.488705
19. The Script Concordance test: a tool to assess the reflective clinician. Charlin B, Roy L, Brailovsky C, Goulet F, van der Vleuten C, Teach Learn Med 2000 12 4 189 195 10.1207/S15328015TLM1204-5 11273368
20. Uden L, Beaumont C, Technology and problem-based learning: Information Science Publishing 2006
21. Perils in the meticulous specification of goals and assessment criteria. Sadler DR, Assessment in Education 2007 14 3 387 392
22. Assessment and empowerment: Some critical questions. Leach L, Neutze G, Zepke N, Assessment & Evaluation in Higher Education 2001 26 4 293 305 10.1080/02602930120063457 (Pubitemid 33296517)
23. Race P, Learning, Centre TSNG, A briefing on self, peer & group assessment: Learning and Teaching Support Network 2001
24. Motivating students towards self-directed learning. Regan JA, Nurse Educ Today 2003 23 8 593 599 10.1016/S0260-6917(03)00099-6 14554113 (Pubitemid 37337195)
25. The influence of assessments on students' motivation to learn in a therapy degree course. Seale JK, Chapman J, Davey C, Med Educ 2000 34 8 614 621 10.1046/j.1365-2923.2000.00528.x 10964208 (Pubitemid 30657570)
26. Motivation and education: The self-determination perspective. Deci EL, Vallerand RJ, Pelletier LG, Ryan RM, Educ Psychol 1991 26 3-4 325 346
27. Formative assessment and the design of instructional systems. Sadler DR, Instr Sci 1989 18 2 119 144 10.1007/BF00117714
28. Assessment and classroom learning. Black P, Wiliam D, Assessment in Education 1998 5 1 7 74
29. Computer assisted learning in undergraduate medical education. Greenhalgh T, BMJ 2001 322 7277 40 44 10.1136/bmj.322.7277.40 11141156 (Pubitemid 32066262)
30. Medical education as a science: the quality of evidence for computer-assisted instruction. Letterie GS, Am J Obstet Gynecol 2003 188 3 849 853 10.1067/mob.2003.168 12634669 (Pubitemid 36332463)