Undergraduate Students’ Perception on Assessment Experience in a Malaysian Medical School: Comparison among Gender, Ethnicity and Phase of Study
INTRODUCTION: It is a well-known fact that assessment influences learning and study behaviour. Assessment affects what and how students learn, either positive or negative learning behaviour. This study was aimed to determine students’ perceived assessment experience and the comparison among differen...
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| Published in: | International medical journal Malaysia Vol. 20; no. 3 |
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| Main Authors: | , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
01-07-2021
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| Online Access: | Get full text |
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| Summary: | INTRODUCTION: It is a well-known fact that assessment influences learning and study
behaviour. Assessment affects what and how students learn, either positive or negative
learning behaviour. This study was aimed to determine students’ perceived assessment
experience and the comparison among different gender, ethnicity, and phase of the study.
MATERIALS AND METHODS: This is a cross-sectional study. Assessment Experience
Questionnaire (AEQ) version 3.3 was distributed to 324 undergraduate medical students
of Universiti Putra Malaysia. The AEQ score among different gender, ethnicity, and phase
of the study was compared using independent t-test and one-way ANOVA. RESULTS:
Female students were found to develop a surface approach to learning, learn new things
from the assessment, and be satisfied more with the teaching compared to males. Chinese
students tended to put higher effort into learning compared to Malay. Clinical students
valued more the feedback received and had clearer goals and expectations for their work
than preclinical students. However, preclinical students tended to put a higher quantity of
effort, learn wider coverage of syllabus and develop a surface approach of learning than
clinical students. The respondents commented that feedback is lacking and suggested
having more feedback sessions with their teachers after assessment. CONCLUSION: There
were different assessment experiences and learning found among different gender, race,
and phase of the study. These may affect their academic performance and are probably
due to the curriculum setting. Understanding student assessment experience and its
impact helps the faculty to improve the assessment structure for a conducive assessment
environment and meaningful learning experience for the students. |
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| ISSN: | 1823-4631 1823-4631 |
| DOI: | 10.31436/imjm.v20i3.1647 |