Assessment steers learning down the right road: Impact of progress testing on licensing examination performance
Assessment steers learning down the right road: Impact of progress testing on licensing examination performance
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DOI：
10.3109/0142159x.2010.486063
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发表时间：
2010-01-01
期刊：
影响因子：
4.7
通讯作者：
Mueller, Barber
中科院分区：
文献类型：
--
作者：
Norman, Geoff;Neville, Alan;Mueller, Barber
尽管人们普遍认为评估引导学习，但这通常被视为不良的副作用。最近的证据表明事实并非如此。实验研究表明，定期的形成性评估可以比同等的学习时间提高学习效果（Roediger & Karpicke 2006）。然而，课程层面评估的积极效果尚未得到证实。进度测试是一种定期的形成性评估，旨在通过提供客观和累积的反馈以及识别需要额外补救的学生子群体来增强学习。由于在国家执照考试中表现不佳，麦克马斯特大学在 1992 年至 1993 年期间采用了进步测试方法。本文展示了这项创新的积极影响，即考试成绩立即增加了约二分之一标准差，并且表现持续呈上升趋势。引入客观测试的直接效果是将执照考试的不及格率从 19% 降低到 4.5%。讨论了性能改进的各种原因。
Although it is generally accepted that assessment steers learning, this is generally viewed as an undesirable side effect. Recent evidence suggests otherwise. Experimental studies have shown that periodic formative assessments can enhance learning over equivalent time spent in study (Roediger & Karpicke 2006). However, positive effects of assessment at a curriculum level have not been demonstrated. Progress tests are a periodic formative assessment designed to enhance learning by providing objective and cumulative feedback, and by identifying a subgroup of students who require additional remediation. McMaster adopted the progress test methods in 1992-1993, as a consequence of poor performance on a national licensing examination. This article shows the positive effect of this innovation, which amounts to an immediate increase of about one-half standard deviation in examination scores, and a consistent upward trend in performance. The immediate effect of introducing objective tests was a reduction in failure rate on the licensing examination from 19% to 4.5%. Various reasons for this improvement in performance are discussed.