ArticleMedical science educator2019
Students' Perception of Formative Assessment as an Instructional Tool in Medical Education.
Article in Medical science educator, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
9 citing papers in PubMed, 24 citations in OpenAlex.
- Student Perceptions of Key Terminology Tests in Dental Physiology Education: A Single-Institution Evaluation.Dentistry journal · 2026Article
- Medical Students' Perceptions of an Assessment Program in the New Doctor of Medicine Curriculum.Medical science educator · 2025Article
- The Predictive Power of Short Answer Questions in Undergraduate Medical Education Progress Difficulty.Medical science educator · 2025Article
- Implementing Formative Assessment in Human Anatomy Practical Sessions: Medical Students' Perception and Effect on Final Exam Performance.Advances in medical education and practice · 2024Article
- Does formative assessment help students to acquire prescribing skills?European journal of clinical pharmacology · 2023Article
- Digital feedback during clinical education in the emergency medical services: a qualitative study.BMC medical education · 2023Article
- Reflection on the teaching of student-centred formative assessment in medical curricula: an investigation from the perspective of medical students.BMC medical education · 2023Article
- Application of Bloom's taxonomy to formative assessment in real-time online classes in Korea.Korean journal of medical education · 2021Article
- Formative assessment of practical skills with peer-assessors: quality features of an OSCE in general medicine at the Heidelberg Medical Faculty.GMS journal for medical education · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In self-directed learning environments, students must monitor and assess their learning progress themselves. Formative assessments play a central role as instructional tools to train students in these self-assessment skills. Key to the effectiveness of a formative assessment as a training instrument is the degree of student involvement in the design and implementation of the formative assessment used to train them. Five characteristics are essential to secure a sufficient level of student involvement: (1) congruence (i.e., the tasks of a formative assessment must reflect the instructional content), (2) authenticity (i.e., the tasks of a formative assessment should be related to students' background and study context), (3) consultation (i.e., students should have a say in how their answers are evaluated based on which criteria), (4) transparency (i.e., no "mystery items"-the wording of the items must clearly addresses the targeted content), and (5) accommodation (i.e., all students should have the same chance to complete the items of a formative assessment). These five characteristics of student involvement were used
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.