Authors
Christopher J Harrison, Karen D Könings, Lambert Schuwirth, Valerie Wass, Cees van der Vleuten
Publication date
2015
Journal
Advances in Health Sciences Education
Volume
20
Pages
229 –245
Publisher
Springer Netherlands
Description
Despite calls for feedback to be incorporated in all assessments, a dichotomy exists between formative and summative assessments. When feedback is provided in a summative context, it is not always used effectively by learners. In this study we explored the reasons for this. We conducted individual interviews with 17 students who had recently received web based feedback following a summative assessment. Constant comparative analysis was conducted for recurring themes. The summative assessment culture, with a focus on avoiding failure, was a dominant and negative influence on the use of feedback. Strong emotions were prevalent throughout the period of assessment and feedback, which reinforced the focus on the need to pass, rather than excel. These affective factors were heightened by interactions with others. The influence of prior learning experiences affected expectations about …
Scholar articles
CJ Harrison, KD Könings, L Schuwirth, V Wass… - Advances in Health Sciences Education, 2015