Online voluntary assessment: longitudinal evaluation of undergraduate medical students' uptake and perception - a mixed methods study

Abstract

BACKGROUND: Formative assessment gives students an opportunity to evaluate their knowledge and consolidate their learning under non-threatening conditions (1). It also allows for constructive feedback and direct measurement of learning outcomes (1). The drawbacks are the substantial opportunity cost in the preparation of, and teacher feedback for, the assessment as well as potential lack of student uptake and response (2). Early studies have demonstrated the effectiveness of online formative assessments, including high student uptake, improved student learning, timely feedback and reduced faculty workload (3-7). The possible added effect of voluntary repeated assessments is less clear (5). Locally, outcomes of the Student Evaluation of Teaching and Learning (SETL) indicate uncertainty vis. knowledge retention and the lack of exam revision tools (unpublished data). Providing students with accessible and flexible formative assessment opportunities is expected to accommodate these identified needs. OBJECTIVES: To assess the uptake, pattern of use, and attitudes towards a voluntary, flexible, online formative assessment option among undergraduate medical students. METHODS: Setting: In a 2-year programme, over eight system blocks with one 2 hours whole class session and one 2 hours tutorial in each system block, the ‘Evidence Based Practice’ course introduces core statistical and epidemiological concepts. The assessment is by year-end summative exams. INTERVENTION: Sixteen assessment instruments (two for each system block) each consisting of 5 Multiple Choice Questions will be continually uploaded to the course learning management system (Moodle) throughout the duration of the course. MEASUREMENTS: Student study outcomes will be tracked longitudinally across the system blocks using access tracking logs, and grade outcomes. A questionnaire survey on online assessment use (including mobile learning formats) and focus groups to explore the students’ perception of their experiences will be done. IMPLICATIONS: This study is the first step in implementing and assessing students’ uptake and perceptions of a voluntary, online, formative assessment. Further, this online assessment will provide a basic knowledge measurement tool for use in other teaching and learning enhancement activities, supplementing attitudes and behavior evaluations of the course.