Does ‘summative’ count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing

AbstractDespite the increasing implementation of formative assessment in medical education, its ’ effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a pure ly formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an online PT feedback system (n = 618), and qualitative interview data (n = 21) to compare feedback use, and test-taking motivation between theformative PT-group (n = 316), and thesummative PT-group (n = 302). Self-reported, and actual feedback consultation was higher in thesummative PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived theformative PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after theformative PT. In contrast, learning-oriented students valued theformati...
Source: Advances in Health Sciences Education - Category: Universities & Medical Training Source Type: research