Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students.
Vanessa Lavallard, Bernard Cerutti, Marie-Claude Audétat-Voirol, Barbara Broers, Julia Sader, Annick Galetto-Lacour, Stéphane Hausmann, Georges L Savoldelli, Mathieu Nendaz, Monica Escher
Author Information
Vanessa Lavallard: Faculty of Medicine, University of Geneva, Geneva, Switzerland. ORCID
Bernard Cerutti: Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Marie-Claude Audétat-Voirol: Faculty of Medicine, University of Geneva, Geneva, Switzerland. ORCID
Barbara Broers: Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Julia Sader: Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Annick Galetto-Lacour: Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Stéphane Hausmann: Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Georges L Savoldelli: Faculty of Medicine, University of Geneva, Geneva, Switzerland. ORCID
Mathieu Nendaz: Faculty of Medicine, University of Geneva, Geneva, Switzerland. ORCID
Monica Escher: Faculty of Medicine, University of Geneva, Geneva, Switzerland. ORCID
: Because of COVID-19, the 2020 written medical examinations were replaced by mandatory formative online assessments. This study aimed to determine students' performance, self-assessment of performance, and perception about the switch from a summative to a formative approach. : Medical students from year 2 to 5 (n=648) were included. They could repeat each test once or twice. They rated their performance after each attempt and were then given their score. Detailed feedback was given at the end of the session. An online survey determined medical students' perception about the reorganization of education. Two items concerned the switch from summative to formative assessments : Formative assessments involved 2385 examinees totaling 3197 attempts. Among examinees, 30.8% made at least 2 attempts. Scores increased significantly at the second attempt (median 9.4, IQR 10.8), and duration decreased (median -31.0, IQR 48.0). More than half of examinees (54.6%) underestimated their score, female students more often than male. Low performers overestimated, while high performers underestimated their scores. Students approved of the switch to formative assessments. Stress was lessened but motivation for learning decreased. : Medical students' better scores at a second attempt support a benefit of detailed feedback, learning time and re-test opportunity on performance. Decreased learning motivation and a minority of students repeating the formative assessments point to the positive influence of summative assessment on learning.
