TY - JOUR
T1 - Preclinical medical students' perspective on technology enhanced assessment for learning
AU - Jamil, Zehra
AU - Fatima, Syeda Sadia
AU - Saeed, Amna Afzal
N1 - Publisher Copyright:
© 2018, Pakistan Medical Association. All rights reserved.
PY - 2018/6
Y1 - 2018/6
N2 - Objective: To explore the potentials of technology-assisted assessment for learning using Kahoot software in teaching session. Methods: This cross-sectional study was conducted at Aga Khan University, Karachi, to investigate the usefulness of formative assessment based on the use of Kahoot, a quiz-based learning platform, in undergraduate setting.Six lectures were offered to undergraduate medical students with integration of assessment for learning (AfL) activities. Students' perception was sought via questionnaire regarding effectiveness of quizzing on classroom dynamics, meaningful learning and assessment practice. Results: Of the 171 respondents, 155(91%) stated that technology-enriched methodologies were in line to their learning strategy while 138(81%) students rated their experience with technology-supported assessment for learning as "Excellent". The students perceived highest positive influence on the classroom dynamics [109(63.8%)], followed by assistance to learning [100(58.58%)] and assessment performance [88(51.7%)]. Overall, 133(78%) students agreed to the notion that quizzes aided in summarisation of concept and consolidation of essential content. Additionally, 113(66%) participant expressed that anonymity helped them take quizzes as earnest opportunity to learn without any fright of failure. Conclusion: AfL leads to a paradigm shift in the classroom, transferring the ownership of learning to the students. There is a need to implement such activities as a routine across diverse educational settings such as labs, lectures or even clinical rotations.
AB - Objective: To explore the potentials of technology-assisted assessment for learning using Kahoot software in teaching session. Methods: This cross-sectional study was conducted at Aga Khan University, Karachi, to investigate the usefulness of formative assessment based on the use of Kahoot, a quiz-based learning platform, in undergraduate setting.Six lectures were offered to undergraduate medical students with integration of assessment for learning (AfL) activities. Students' perception was sought via questionnaire regarding effectiveness of quizzing on classroom dynamics, meaningful learning and assessment practice. Results: Of the 171 respondents, 155(91%) stated that technology-enriched methodologies were in line to their learning strategy while 138(81%) students rated their experience with technology-supported assessment for learning as "Excellent". The students perceived highest positive influence on the classroom dynamics [109(63.8%)], followed by assistance to learning [100(58.58%)] and assessment performance [88(51.7%)]. Overall, 133(78%) students agreed to the notion that quizzes aided in summarisation of concept and consolidation of essential content. Additionally, 113(66%) participant expressed that anonymity helped them take quizzes as earnest opportunity to learn without any fright of failure. Conclusion: AfL leads to a paradigm shift in the classroom, transferring the ownership of learning to the students. There is a need to implement such activities as a routine across diverse educational settings such as labs, lectures or even clinical rotations.
KW - Active engagement
KW - Assessment for learning
KW - Formative assessment
KW - Technology enhanced learning
UR - http://www.scopus.com/inward/record.url?scp=85047141988&partnerID=8YFLogxK
M3 - Article
C2 - 30325908
AN - SCOPUS:85047141988
SN - 0030-9982
VL - 68
SP - 898
EP - 903
JO - Journal of the Pakistan Medical Association
JF - Journal of the Pakistan Medical Association
IS - 6
ER -