The overall impact of testing on medical student learning: quantitative estimation of consequential validity
The overall impact of testing on medical student learning: quantitative estimation of consequential validity
复制标题
测试对医学生学习的总体影响：结果有效性的定量估计
DOI：
10.1007/s10459-012-9395-7
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Saiki T.
中科院分区：
文献类型：
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作者：
Kreiter CD;Green J;Lenoch S;Saiki T.
考虑到医学教育长期以来对评估的重视，评估我们目前对测试的研究和开发是否有意义似乎是明智的。由于医学教育中的任何干预措施最终都必须根据其对学生学习的影响进行评估，因此本报告旨在通过教育评估提供对学习成果的量化核算。为了解决这个问题，我们估计实现学习的医学院环境中，最佳利用教育评估。我们将这一估计与没有采用教育评估的医学院的预期学习进行比较。效应量被用来估计测试对学习的总影响，通过总结三种效应：直接效应、间接效应和选择效应。文献还远未完成，但现有的证据有力地表明，这些影响中的每一个都很大，对医学教育学习的净累积影响超过两个标准差。虽然需要更多的证据，但目前的文献表明，医学教育中的测试对学习有很大的积极贡献。
Given medical education’s longstanding emphasis on assessment, it seems prudent to evaluate whether our current research and development focus on testing makes sense. Since any intervention within medical education must ultimately be evaluated based upon its impact on student learning, this report seeks to provide a quantitative accounting of the learning gains attained through educational assessments. To approach this question, we estimate achieved learning within a medical school environment that optimally utilizes educational assessments. We compare this estimate to learning that might be expected in a medical school that employs no educational assessments. Effect sizes are used to estimate testing’s total impact on learning by summarizing three effects; thedirect effect, theindirect effect, and theselection effect. The literature is far from complete, but the available evidence strongly suggests that each of these effects is large and the net cumulative impact on learning in medical education is over two standard deviations. While additional evidence is required, the current literature shows that testing within medical education makes a strong positive contribution to learning.