Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university
Introduction: Formative assessment refers to frequent evaluation of student attainment to identify learning needs. It is crucial for the development of soft skills and improvement in learning progress in the classroom. However, the practice is still lacking and undervalued in medical education. This...
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Universiti Putra Malaysia
2023
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| Online Access: | http://psasir.upm.edu.my/id/eprint/108824/1/Lecturers%27%20beliefs%20and%20perceptions%20on%20formative%20assessment.pdf http://psasir.upm.edu.my/id/eprint/108824/ https://medic.upm.edu.my/upload/dokumen/2023112812121804_2023-0543.pdf |
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my.upm.eprints.1088242024-10-11T08:29:01Z http://psasir.upm.edu.my/id/eprint/108824/ Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university Ong, Kai Li Abd Jalil, Khairunnisa Fatini Hisham, Haris Danial Mohamad Kasim, Nur Syazana Idris, Faridah Adam, Siti Khadijah Introduction: Formative assessment refers to frequent evaluation of student attainment to identify learning needs. It is crucial for the development of soft skills and improvement in learning progress in the classroom. However, the practice is still lacking and undervalued in medical education. This study aims to determine the level of beliefs and perceived practices of formative assessment among lecturers teaching undergraduate medical programme in a Malaysian university. Methods: A self-administered 27-item questionnaire was distributed to 62 lecturers in a medical school in Selangor, Malaysia. They were required to indicate their agreement and frequency on each item that describes their beliefs on the importance and practice of formative assessment in the medical programme. All data was analysed using IBM SPSS Statistics software version 26. Results: Majority of the respondents indicated that the assessment was conducted frequently during small group sessions (64.5%), through written examination (59.7%) and during practical classes (53.2%). The respondents rated positively on the importance and practice of formative assessment. The score of formative assessment practice through scaffolding was significantly higher than monitoring (Z = 944.5, p < 0.001). There was no significant correlation between beliefs and practice of formative assessment (r(62) = 0.213, p = 0.097). Additionally, the duration of service had no significant association with their perception and practice of formative assessment (p < 0.05). Conclusion: The results of this study suggested that regardless of their level of experience, lecturers exhibited a positive perception of and engagement with formative assessment in training medical students. A substantial improvement of peer and self-assessment practices is warranted to foster student autonomy and accountability on their learning. Universiti Putra Malaysia 2023 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/108824/1/Lecturers%27%20beliefs%20and%20perceptions%20on%20formative%20assessment.pdf Ong, Kai Li and Abd Jalil, Khairunnisa Fatini and Hisham, Haris Danial and Mohamad Kasim, Nur Syazana and Idris, Faridah and Adam, Siti Khadijah (2023) Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university. Malaysian Journal of Medicine and Health Sciences, 19 (suppl.12). pp. 22-28. ISSN 1675-8544; ESSN: 2636-9346 https://medic.upm.edu.my/upload/dokumen/2023112812121804_2023-0543.pdf 10.47836/mjmhs.19.s12.4 |
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Introduction: Formative assessment refers to frequent evaluation of student attainment to identify learning needs. It is crucial for the development of soft skills and improvement in learning progress in the classroom. However, the practice is still lacking and undervalued in medical education. This study aims to determine the level of beliefs and perceived practices of formative assessment among lecturers teaching undergraduate medical programme in a Malaysian university. Methods: A self-administered 27-item questionnaire was distributed to 62 lecturers in a medical school in Selangor, Malaysia. They were required to indicate their agreement and frequency on each item that describes their beliefs on the importance and practice of formative assessment in the medical programme. All data was analysed using IBM SPSS Statistics software version 26. Results: Majority of the respondents indicated that the assessment was conducted frequently during small group sessions (64.5%), through written examination (59.7%) and during practical classes (53.2%). The respondents rated positively on the importance and practice of formative assessment. The score of formative assessment practice through scaffolding was significantly higher than monitoring (Z = 944.5, p < 0.001). There was no significant correlation between beliefs and practice of formative assessment (r(62) = 0.213, p = 0.097). Additionally, the duration of service had no significant association with their perception and practice of formative assessment (p < 0.05). Conclusion: The results of this study suggested that regardless of their level of experience, lecturers exhibited a positive perception of and engagement with formative assessment in training medical students. A substantial improvement of peer and self-assessment practices is warranted to foster student autonomy and accountability on their learning. |
| format |
Article |
| author |
Ong, Kai Li Abd Jalil, Khairunnisa Fatini Hisham, Haris Danial Mohamad Kasim, Nur Syazana Idris, Faridah Adam, Siti Khadijah |
| spellingShingle |
Ong, Kai Li Abd Jalil, Khairunnisa Fatini Hisham, Haris Danial Mohamad Kasim, Nur Syazana Idris, Faridah Adam, Siti Khadijah Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university |
| author_facet |
Ong, Kai Li Abd Jalil, Khairunnisa Fatini Hisham, Haris Danial Mohamad Kasim, Nur Syazana Idris, Faridah Adam, Siti Khadijah |
| author_sort |
Ong, Kai Li |
| title |
Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university |
| title_short |
Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university |
| title_full |
Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university |
| title_fullStr |
Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university |
| title_full_unstemmed |
Lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a Malaysian university |
| title_sort |
lecturers' beliefs and perceptions on formative assessment and their practice in training medical students in a malaysian university |
| publisher |
Universiti Putra Malaysia |
| publishDate |
2023 |
| url |
http://psasir.upm.edu.my/id/eprint/108824/1/Lecturers%27%20beliefs%20and%20perceptions%20on%20formative%20assessment.pdf http://psasir.upm.edu.my/id/eprint/108824/ https://medic.upm.edu.my/upload/dokumen/2023112812121804_2023-0543.pdf |
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13.211869 |