Ong, Kai Li and Abd Jalil, Khairunnisa Fatini and Hisham, Haris Danial (2021) Factors associated with lecturers’ and students’ perceptions and perceived practices of formative assessment in Universiti Putra Malaysia (UPM) undergraduate medical programme. [Project Paper] (Submitted)
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Abstract
Introduction: Formative assessment is considered to be crucial in education for the development of soft skills and improvement in learning progress in the classroom. Previous studies showed that formative assessment allows continuous improvement within the context of teaching and learning and provides regular feedback to both teachers and students for effective learning. However, the practice of formative assessment is often undervalued and given less attention in higher education. Studies have found that students and lecturers of different gender and academic phases have different perception and perceived practice of formative assessment. Lecturers of different duration of service were shown to have different views and practices on assessment methods probably due to their teaching experience. Objective: This study was aimed to determine the factors (gender, medical academic phases and duration of service) associated with lecturers’ and students’ perceptions and perceived practices of formative assessment in UPM undergraduate medical programme. Methodology: This cross-sectional study was conducted using online questionnaires that were distributed to medical students and lecturers of Faculty of Medicine and Health Sciences (FMHS) UPM in academic session 2020/2021. Samples recruited for this study included 326 undergraduate medical students and 62 medical lecturers identified through stratified sampling technique. Data was analysed using SPSS version 26. Mann-Whitney U and Kruskal Wallis tests were conducted to identify the factors associated with the perceptions and perceived practice of formative assessment. 4 Result: There is a significant association between the role of individual and academic phases with their perception and perceived practice of formative assessment. Significant differences were found in the score of perception and perceived practice of formative assessment (monitoring & scaffolding) between medical lecturers and students (p<0.001). Only the score of perceived practice (monitoring) showed significant difference between preclinical and clinical students (p=0.023). There was no significant association found between gender, lecturers’ academic phases and lecturer’s duration of service with the perception and perceived practice of formative assessment. Around an equal percentage of lecturers and students perceived that both summative (70% perceived assessment is frequently carried out at the end of module) and formative (70% perceived feedback improves learning process) assessment were carried out in the programme. Conclusion: Both lecturers and students have a positive perception towards formative assessment importance in education and perceive the practice of formative assessment often in terms of monitoring and scaffolding. Their difference in the role and phases of academics influenced the perception and perceived practice of formative assessment. Both parties perceived that the practice in UPM includes both formative and summative assessment with a slightly higher frequency for the implementation of summative assessment in the curriculum. It is therefore important to acknowledge new learning methods that might help students cope with the ongoing syllabus in the UPM medical program and strengthen lecturers' understanding towards their students’ capability. Thus, being able to provide a more effective learning or teaching experience and subsequently strengthen the foundation of medicine in a future doctor. Keywords: Assessment, formative assessment, medical student, medical education.
| Item Type: | Project Paper |
|---|---|
| Faculty: | Faculty of Medicine and Health Science |
| Depositing User: | Ms Norafizah Radzuan |
| Date Deposited: | 04 Sep 2023 06:59 |
| Last Modified: | 04 Sep 2023 06:59 |
| URI: | http://psaspb.upm.edu.my/id/eprint/866 |
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