A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context

BMC Medical Education

Table 2 Comparison of how assessment factors and pre-assessment learning effects of assessment are linked in theoretical and clinical practice modules

		LEARNING EFFECTS OF ASSESSMENT
				Metacognitive regulation activities
ASSESSMENT FACTORS		Nature of cognitive processing activities
				Allocation, quantity & distribution of effort		Choice of resources		Choice of content		Monitoring and adjustment strategies		Persistence with learning
Task demands	Task type	T	C	T	C	T	C	T	C	T	C
	Assessment criteria	T	C	T	C	T	C
	Nature of assessable material	T		T		T	C	T	C
	Interaction with preceptors		C		C		C		C
	Past papers	T				T		T		T
	Cues from lecturers	T	C	T	C	T	C	T	C
	Cues from student grapevine	T		T	C	T	C	T	C	T
	Lack of cues					T		T	C			T
System design	Pattern of scheduling &imminence	T	C	T	C	T	C	T	C	T		T	C
	Prevailing workload	T	C	T	C	T	C	T	C	T		T

This table illustrates the associations between assessment factors (row headings) and learning effects (column headings) for the assessment system as a whole. Where an association between an assessment factor and a learning effect was identified during data analysis, the intersecting cell in the table has been labelled. The learning effects of assessment are shown for both theoretical modules (cells labelled T) and for clinical practice modules (cells labelled C). In the clinical setting, one new factor was found to be at play as a subcomponent of task demands i.e., interaction with preceptors. One subcomponent of task demands i.e., past papers, was not at play in the clinical setting. Other than that, each assessment factor and each learning effect was involved in an association with at least one subcomponent from the other group in both settings

ISSN: 1472-6920