NDLI: Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Karay, Yassin Schauber, Stefan K. Stosch, Christoph Schuettpelz-Brauns, Katrin
Spatial Coverage	Germany
Description	Country affiliation: Germany Author Affiliation: Karay Y ( Dean's Office for Student Affairs, Medical Faculty of the University of Cologne, Germany. yassin.karay@uk-koeln.de)
Abstract	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.
File Format	HTM / HTML
ISSN	0142159X
Issue Number	4
Volume Number	34
e-ISSN	1466187X
Journal	Medical Teacher
Language	English
Publisher	Taylor & Francis
Publisher Date	2012-01-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Computers Psychology Humans Students, Medical Discipline Medical Education Standards Journal Article Competency-based Education Time Factors Feedback Education, Medical, Undergraduate Educational Measurement Retrospective Studies Methods Germany
Content Type	Text
Resource Type	Article
Subject	Education Medicine

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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