The learning impact on Online Formative Assessment system (OFAs) for undergraduate medical education in Indonesia Sylvia Mustika Sari, Hindun Saadah
Faculty of Medicine Universitas Jenderal A. Yani
Abstract
Introduction
Formative assessment is a continuum process of evaluating students^ performance that facilitates feedback and reflection to enhance students^ learning quality. The shift on full-online learning in pandemics reduces student lectures attachments during formative assessment.
Aim of the study:
This study aimed to explore the learning impact of OFAs for undergraduate students, such as learning preparation, feedback perception, and self-reflection.
Method:
We used the mixed method with an exploratory approach. We collected quantitative data from 150 students who experienced OFAs, using 26 questions adapted from AEQ (Assessment Experience Questionnaire) and analyzed by pre-post design (paired-T test). To explore deeper understanding, we conducted 6 FGDs (N=28). Finally, we analyzed the quantitative and qualitative data sequentially.
Results
We found the difference in students^ preparation (p<0.5), feedback perception (p<0.5) and no difference in self reflection (p>0.5). In Qualitative data, we found three themes as follows: (1) OFA system has been externally driven the students^ preparation (2) Less constructive feedback led to the lack of self-reflection- (3)Student^s learning behavior depends on assessment experience. These findings represent that learning impact is a complex pathway that the assessment systems can externally drive.
Conclusion:
OFA system has an externally driven learning impact on students^ preparation. However, we found the challenges to improve students^ quality feedback and self-reflection skills. This study brings further exploration on student lectures engagement in online formative assessment.
