CONTEXT: Weak students may pass unnoticed through their undergraduate programme until they fail a summative assessment. Early recognition and support of struggling students is crucial if they are to avoid subsequent failure at high stakes assessments. METHODS: We introduced a whole-class formative assessment 5 months before a summative assessment. Subsequently, we supported poorly performing students with academic guidance interviews and remedial support. RESULTS: The programme was evaluated by questionnaires issued to staff and students involved in the guidance interviews, and by recording the performance of students who had failed the formative assessment in the subsequent summative assessment. CONCLUSIONS: We conclude that the rescue of failing students requires early recognition and tailored intervention, with support for all participants.
CONTEXT: Weak students may pass unnoticed through their undergraduate programme until they fail a summative assessment. Early recognition and support of struggling students is crucial if they are to avoid subsequent failure at high stakes assessments. METHODS: We introduced a whole-class formative assessment 5 months before a summative assessment. Subsequently, we supported poorly performing students with academic guidance interviews and remedial support. RESULTS: The programme was evaluated by questionnaires issued to staff and students involved in the guidance interviews, and by recording the performance of students who had failed the formative assessment in the subsequent summative assessment. CONCLUSIONS: We conclude that the rescue of failing students requires early recognition and tailored intervention, with support for all participants.
Authors: Sang Hui Moon; Sun Jung Myung; Hyun Bae Yoon; Jun-Bean Park; Ju Whi Kim; Wan Beom Park Journal: J Korean Med Sci Date: 2019-03-07 Impact factor: 2.153
Authors: Chan Choong Foong; Nur Liyana Bashir Ghouse; An Jie Lye; Vinod Pallath; Wei-Han Hong; Jamuna Vadivelu Journal: Ann Med Date: 2022-12 Impact factor: 4.709