Certainty-based marking in a formative assessment improves student course appreciation but not summative examination scores.

ABSTRACT:

Background

Study motivation and knowledge retention benefit from regular student self-assessments. Inclusion of certainty-based learning (CBL) in computer-assisted formative tests may further enhance this by enabling students to identify whether they are uninformed or misinformed regarding the topics tested, which may trigger future study actions including instructor consultation.

Methods

Using a cross-over study design involving two out of thirteen computer-assisted formative assessments (CAFAs) of a first-year cell biology course, we compared student-instructor interactions, student learning experiences and final exam scores between two (bio)medical science student cohorts who worked with different CBL-containing CAFAs.

Results

A total of 389 students participated i

SUBMITTER: Hendriks WJAJ 

PROVIDER: S-EPMC6544949 | biostudies-literature | 2019 May

REPOSITORIES: biostudies-literature