BACKGROUND: Students' motivation to participate is one of the main challenges in formative assessment. The utility framework identifies potential points of intervention for improving the acceptance of formative assessment [Van Der Vleuten C. 1996. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ 1(1):41-67]. At the Medical Faculty of the University of Cologne, the paper-based version of the Berlin Progress Test has been transformed into computer-based version providing immediate feedback. AIM: To investigate whether the introduction of computer-based assessment (CBA) enhances the acceptance of formative assessment relative to paper-based assessment (PBA). METHODS: In a retrospective cohort study (PBA: N = 2597, CBA: N = 2712), students' overall acceptance of the two forms of assessment was surveyed, their comments were analyzed, and we analyzed their test behavior and categorized students into "serious" or "non-serious" test takers. RESULTS: In the preclinical phase of medical education, no differences were found in overall acceptance of the two forms of assessment (p > 0.05). In the clinical phase, differences in favor of CBA were found in overall acceptance (p < 0.05), the proportion of positive comments (p < 0.001), and the proportion of serious participants (p < 0.001). CONCLUSIONS: Introduction of immediate feedback via CBA can enhance the acceptance and therefore the utility of formative assessment.
BACKGROUND: Students' motivation to participate is one of the main challenges in formative assessment. The utility framework identifies potential points of intervention for improving the acceptance of formative assessment [Van Der Vleuten C. 1996. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ 1(1):41-67]. At the Medical Faculty of the University of Cologne, the paper-based version of the Berlin Progress Test has been transformed into computer-based version providing immediate feedback. AIM: To investigate whether the introduction of computer-based assessment (CBA) enhances the acceptance of formative assessment relative to paper-based assessment (PBA). METHODS: In a retrospective cohort study (PBA: N = 2597, CBA: N = 2712), students' overall acceptance of the two forms of assessment was surveyed, their comments were analyzed, and we analyzed their test behavior and categorized students into "serious" or "non-serious" test takers. RESULTS: In the preclinical phase of medical education, no differences were found in overall acceptance of the two forms of assessment (p > 0.05). In the clinical phase, differences in favor of CBA were found in overall acceptance (p < 0.05), the proportion of positive comments (p < 0.001), and the proportion of serious participants (p < 0.001). CONCLUSIONS: Introduction of immediate feedback via CBA can enhance the acceptance and therefore the utility of formative assessment.