Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations.     

Student voice in higher education: Opening the loop

UK national policy and the practices of university course boards tend to reduce understandings of ‘student voice’ to a feedback loop. In this loop, students express feedback, the university takes this on board, then they tell the students how they have responded to their feedback. The feedback loop is a significant element of the neoliberal imaginary of higher education globally. This qualitative research study drew on interviews with course representatives in three universities in England, and on policy analysis, to explore the discursive construction and enactment of student voice. It uses the feedback loop as an analytical frame. Drawing on Foucault’s later work, the article aims to open up the feedback loop by exploring its manifestation in the mundane everyday practices of universities. In opening the loop, we identify the following effects of the student voice policy ensemble: students have to construct feedback as it is not just waiting to be gathered; it promotes a dividing practice, where reps are positioned differently to other students; there is a focus on problems; an ‘us and them’ is reinforced between staff and students; the loop closes down discussion; and a managerial logic obscures political processes. The article articulates its opening of the loop as a way of unmasking the modes of power which work through discourses of ‘student voice’, and hence seeks to create possibilities for resistance to being governed this way.     

Fiscal Realities and the Illinois Community College System's Strategic Plan

Fiscal realities are forcing a review and potential refocusing of Illinois community colleges. This study compared the themes that emerged from interviewing an Illinois community college stakeholder group in 2005 to what emerged from a similar study in Iowa by Ebbers and Gardner in 2002 Ebbers , L. H. & Gardner , G. ( 2002 ). Seeking stakeholder views: Iowa community colleges @ 2000 . Journal of Applied Research , 10 ( 1 ), 19 – 24 . [Google Scholar]. Illinois stakeholders talked about their overall perceptions regarding community colleges, issues they see facing the system, and their views for the future. What emerged were seven themes, with access to education being the core around which the other six themes (partnerships, technology, local needs, value, funding, and outcomes) revolved. The end result of this research project was the preparation of a foundation document for the Illinois Community College Board, Illinois Council of Community College Presidents, and Illinois Community College Trustees Association to consider while updating the Illinois Community College System's strategic plan.     

Recommendations for Designing and Implementing Distributed Problem-Based Learning

Abstract

As distributed problem-based learning (dPBL) emerges as an interactive online methodology, it is necessary for instructional designers who want to develop this approach to understand the practices experienced designers of dPBL recommend. This phenomenological study examined the practices that designers of dPBL use and recommend. Ten experienced dPBL designers from seven countries participated in the qualitative study. Data were collected through semistructured telephone interviews in order to gather information about each individual's experiences using instructional design and designing dPBL. A listing of ten recommendations for designing dPBL is presented based on the information provided by the experienced designers.     

The Rating and Matching Item-Objective Alignment Methods

Central to the standards-based assessment validation process is an examination of the alignment between state standards and test items. Several alignment analysis systems have emerged recently, but most rely on either traditional rating or matching techniques. Little, if any, analyses have been reported on the degree of consistency between the two methods and on the item and objective characteristics that influence judges' decisions. We randomly assigned judges to either rate item-objective links or match items to objectives while reviewing the 2004 Arizona high school mathematics standards and assessment. Across items we found moderate convergence between methods, and we detected apparent reasons for divergently scored items. We also found that judges relied on item and objective content and intellectual skill features to render decisions. Based on our evidence, we contend that a thorough alignment analysis would involve judges using both rating and matching, while focusing on both content and intellectual skill. The findings have important implications for states when examining the alignment between their standards and assessments.     

Automated geography and emergency management

Abstract

The value of geographical knowledge to emergency managers at all levels of government is unquestioned. Maps have always been an important tool, and in recent years computers and new information technologies have expanded the ways in which geographical data can be utilized. Technical specialists continue to develop increasingly flexible and powerful tools which allow emergency managers to examine multiple parameter scenarios treating both human‐caused and natural disaster situations. The importance of establishing a coordination center and geographical information network, with appropriate computer support and staff expertise, is underscored in this discussion.     

Effect of Content Knowledge on Angoff‐Style Standard Setting Judgments

Evidence to support the credibility of standard setting procedures is a critical part of the validity argument for decisions made based on tests that are used for classification. One area in which there has been limited empirical study is the impact of standard setting judge selection on the resulting cut score. One important issue related to judge selection is whether the extent of judges’ content knowledge impacts their perceptions of the probability that a minimally proficient examinee will answer the item correctly. The present article reports on two studies conducted in the context of Angoff‐style standard setting for medical licensing examinations. In the first study, content experts answered and subsequently provided Angoff judgments for a set of test items. After accounting for perceived item difficulty and judge stringency, answering the item correctly accounted for a significant (and potentially important) impact on expert judgment. The second study examined whether providing the correct answer to the judges would result in a similar effect to that associated with knowing the correct answer. The results suggested that providing the correct answer did not impact judgments. These results have important implications for the validity of standard setting outcomes in general and on judge recruitment specifically.     

Vygotski: Una perspectiva histórica y conceptual

RESUMEN

El autor hace una revisión de las principales ideas desarrolladas en la obra de Vygotski y destaca la profunda interrelación que para él existía entre la génesis de la acción humana y la génesis del lenguaje y el pensamiento. Estas y otras ideas llevan a Bruner a la conclusión de la existencia de un Sistema de Soporte de la Adquisición del Lenguaje que es, al menos en parte, innato, como una contrapartida de algún tipo de Mecanismo de Adquisición del Lenguage. Existe un claro paralelismo entre la adquisición de lenguaje y la adquisición de otras formas de conocimiento. Retomando la idea vygotskiana de Zona de Desarrollo Próximo, será la labor del adulto conseguir que el niño se aventure en ella a través de la segmentación y ritualización de la tarea. En este proceso es de gran importancia la interacción y el diálogo con el adulto. El autor expone su hipótesis sobre la internalización de este diálogo y su importancia en la génesis del conocimiento.