Browsing by Author "MOHAMMAD NIZAR ABDULRAZAQ BALILAH"

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    Guidelines to promote students’ learning through assessment in the sixth-year internal medicine course at the Faculty Of Medicine In Rabigh: a literature-based study
    MOHAMMAD NIZAR ABDULRAZAQ BALILAH; Dr Helen Pugsley
    Background: Students’ assessment is often used to measure students learning; however, there is increasing interest in using it as a way to enhance students learning. This project aims to suggest minor optimisations throughout the sixth-year internal medicine course at the Faculty Of Medicine In Rabigh assessment system that will not change its measurement-oriented nature but will instead boost its innate ability to promote student learning. This dissertation explores the best strategies, practices and interventions to incorporate into a system dominated by traditional summative assessment to increase the learning enhancement aspect of assessments. My research question is: How can we promote student learning through assessment in the sixth-year internal medicine course at the Faculty Of Medicine In Rabigh? Methodology: This study employs a literature-based approach to answer the research question as there is a large body of recent empirical research on the topic and to facilitate future empirical research on this topic in similar contexts. I conducted a pubmed.com search which yielded 2,670 results. The criteria for inclusion were peer-reviewed empirical journal articles published in the past ten years written in English that investigate assessment factors that influence learning and the mechanism by which influence is exerted. After the screening process, the included studies were 59; these studies were organised into categories based on their aims and findings after skimming their full texts. The analytical approach synthesised the findings of the included studies based on their relevance to the research question. I considered three main aspects before synthesising a theme: the quality of the evidence, the applicability of the evidence, and whether the evidence could be translated into an actionable recommendation or strategy. Results: The selected studies in this project were 16 studies out of the 59 included studies. The results are divided into two categories: Formative assessment and Summative assessment. The findings under the category Formative assessment are: Designing and implementing a formative assessment system and Establishing a feedback culture. The findings under the category Summative assessment are: Evaluating the influence of summative assessments on students’ learning and adjusting summative assessments’ design to achieve the desired learning effect, and Experimenting with different assessment methods. Discussion: The first finding in the category of Formative assessment looks into the ability of formative assessments to improve learning. The discussion then moves into exploring factors that influence students’ participation in formative assessments. From there, the discussion moves into the importance of utilising active formative assessment designs to improve engagement. The last idea in this theme sheds light on the importance of understanding students’ perceptions regarding the consequence of formative assessments. The second finding in the category of Formative assessment discusses the urgency of establishing a feedback culture in the Faculty Of Medicine In Rabigh. The first finding in the category of Summative assessment explores the potential of utilising models exploring the influence of summative assessment on learning; moreover, it points at the importance of monitoring the influence of examiners on students’ learning. The second finding in the category of Summative assessment encourages experimentation with different assessment methods to improve students learning.