Fatima Riaz1, Shahina Yasmin2, Raheela Yasmin3. 1. Department of Physiology, Islamic International Dental College, Riphah International University, Islamabad. 2. Department of Pathology, Islamic International Dental College, Riphah International University, Islamabad. 3. Islamic International Medical College, Riphah International University, Rawalpindi.
Abstract
OBJECTIVE: To evaluate the effectiveness of Formative Assessment in enhancing learning among dental students, and to interpret the assessment from students' perspective in this regard. METHODS: The experimental non-randomised controlled study was conducted from January to June 2013 at Islamic International Dental College, Islamabad, and comprised first year Bachelor of Dental Surgery students attending regular physiology lectures and tutorials. Summative assessments conducted at the end of each unit were included as pre-intervention tests. After one month's planning, central nervous system unit was delivered in a month's trial with four formative assessment and feedback sessions (one per week). Likert scale-based student feedback questionnaire was administered. Post-intervention summative assessment was done by Multiple Choice and Short Essay Questions. Data was analysed using SPSS 17. RESULTS: Out of 68 students, 64(94.1%) agreed that a conducive environment was maintained and 62(90%) agreed that such sessions should be continued throughout the year; 59(87%) reflected that the feedback provided by the teacher was timely and positive and ensured equitable participation; 56(82%)agreed that it enhanced their interest in the subject; 56(68%) agreed that they were now more focussed; and43(63%)were of the opinion that they have progressed in the subject through these sessions. There was highly significant improvement in the monthly post-intervention test scores compared to pre-intervention test (p=0.000). CONCLUSIONS: Formative assessment sessions enhanced motivation and learning in first year dental students. Organised regular sessions with students' feedback may contribute to the development of pedagogic practice.
OBJECTIVE: To evaluate the effectiveness of Formative Assessment in enhancing learning among dental students, and to interpret the assessment from students' perspective in this regard. METHODS: The experimental non-randomised controlled study was conducted from January to June 2013 at Islamic International Dental College, Islamabad, and comprised first year Bachelor of Dental Surgery students attending regular physiology lectures and tutorials. Summative assessments conducted at the end of each unit were included as pre-intervention tests. After one month's planning, central nervous system unit was delivered in a month's trial with four formative assessment and feedback sessions (one per week). Likert scale-based student feedback questionnaire was administered. Post-intervention summative assessment was done by Multiple Choice and Short Essay Questions. Data was analysed using SPSS 17. RESULTS: Out of 68 students, 64(94.1%) agreed that a conducive environment was maintained and 62(90%) agreed that such sessions should be continued throughout the year; 59(87%) reflected that the feedback provided by the teacher was timely and positive and ensured equitable participation; 56(82%)agreed that it enhanced their interest in the subject; 56(68%) agreed that they were now more focussed; and43(63%)were of the opinion that they have progressed in the subject through these sessions. There was highly significant improvement in the monthly post-intervention test scores compared to pre-intervention test (p=0.000). CONCLUSIONS: Formative assessment sessions enhanced motivation and learning in first year dental students. Organised regular sessions with students' feedback may contribute to the development of pedagogic practice.