CONTEXT: Students can take different approaches to learning and studying: deep (understanding material); surface (memorizing details), and strategic (motivated by assessments). It is important to know how assessments affect student choices of approach. METHODS: Students' learning approaches in Year 2 of the medical programme were measured using the Approaches to Study Skills Inventory for Students. The course was specifically designed to promote a deep approach and deter a surface approach, with explicit learning objectives and assessment constructively aligned according to Biggs' Structure of the Observed Learning Outcome (SOLO) taxonomy. The marks of individual students in different components of the assessment were compared with their scores for the 3 learning approaches. RESULTS: Marks correlated positively with deep and strategic approaches and negatively with surface approach across a range of assessment methods (relatively well with modified essays and multiple-choice questions, but poorly with in-course assignments). Peer assessment correlated particularly strongly with strategic approach. DISCUSSION: The correlations met our expectations in terms of direction, but were weaker and less consistent than anticipated. Possible reasons include the drive to test basic (core) material, the use of questions that may limit students' scope of expression and markers' ability to detect a deep approach. It is, however, important to refine medical programmes, particularly assessments, so that they concur with and do not adversely affect students' learning approaches.
CONTEXT: Students can take different approaches to learning and studying: deep (understanding material); surface (memorizing details), and strategic (motivated by assessments). It is important to know how assessments affect student choices of approach. METHODS: Students' learning approaches in Year 2 of the medical programme were measured using the Approaches to Study Skills Inventory for Students. The course was specifically designed to promote a deep approach and deter a surface approach, with explicit learning objectives and assessment constructively aligned according to Biggs' Structure of the Observed Learning Outcome (SOLO) taxonomy. The marks of individual students in different components of the assessment were compared with their scores for the 3 learning approaches. RESULTS: Marks correlated positively with deep and strategic approaches and negatively with surface approach across a range of assessment methods (relatively well with modified essays and multiple-choice questions, but poorly with in-course assignments). Peer assessment correlated particularly strongly with strategic approach. DISCUSSION: The correlations met our expectations in terms of direction, but were weaker and less consistent than anticipated. Possible reasons include the drive to test basic (core) material, the use of questions that may limit students' scope of expression and markers' ability to detect a deep approach. It is, however, important to refine medical programmes, particularly assessments, so that they concur with and do not adversely affect students' learning approaches.
Authors: Katerina Bogomolova; Amir H Sam; Adam T Misky; Chinmay M Gupte; Paul H Strutton; Thomas J Hurkxkens; Beerend P Hierck Journal: Anat Sci Educ Date: 2021-03-05 Impact factor: 5.958