ArticleJournal of medical education and curricular development
Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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Who cites it
4 citing papers in PubMed.
- Reasoning behind discrepancies in periodontal diagnosis and classification: A mixed-methods analysis.Journal of periodontology · 2026Observational
- Longitudinal formative assessment reforms in manual therapy education: impacts on psychological wellbeing and course satisfaction.Frontiers in medicine · 2026Article
- Impact of Theoretical Comprehension on Periodontal Instrumentation Skills Development.Journal of dental education · 2026Article
- Evaluation of a Hybrid Case-Based Learning and Small-Group Teaching Model Using Artificial Intelligence-Assisted Case Generation: An Innovative Dental Education Study.Advances in medical education and practice · 2026Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThis study aimed to evaluate the impact of formative assessment with case-based constructed-response question (CRQ) formats on student performance on the final summative assessment in the second-year periodontics course.
methodsClassroom quizzes with case-based CRQs were implemented as the formative assessment during the course. Each student received feedback on their responses from the course director. After all students (N = 128) took the second-year final examination, the Friedman test was conducted to compare student performances in each assessment over time. The multiple linear regression (MLR) model was used to evaluate the association between the second-year final examination score and plausible predictors-student gender, the second-year formative and midterm examination scores, and time spent on the final examination.
resultsThe mean % scores in the formative assessment (51) and midterm (84) examination were significantly lower than that of the final (87) examination (
conclusionWithin the limitations of the study, student performance on case-based CRQs was correlated with student performance on the summative assessment.
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Registered trials
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