“WAS IT GOOD ENOUGH?”: THE ACTUAL AND EXPECTED PERSPECTIVE ON FEEDBACK IN UNDERGRADUATE FORMATIVE ASSESSMENT

https://doi.org/10.22146/jpki.61828

Sylvia Mustika Sari(1*), Iis Inayati(2), Gandes Retno Rahayu(3)

(1) Department of Medical Education, Faculty of Medicine Universitas Jenderal A.Yani, Cimahi – INDONESIA
(2) Department of Biochemistry, Faculty of Medicine Universitas Jenderal A.Yani, Cimahi – INDONESIA
(3) Medical Education and Bioethics Department, Universitas Gadjah Mada, Yogyakarta –INDONESIA
(*) Corresponding Author

Abstract


Background: In the undergraduate setting, formative assessment is mainly done during learning activities. Feedback is the essential part of formative assessment to facilitate self-regulation learning. This concept needs to consider by both sides, teacher and students. This study explores the undergraduate students’ and teachers’ perspectives on actual and expected feedback in formative assessment.

Methods: We conducted a qualitative with a phenomenology approach. Data collection was saturated in seven FGDs (N=56) from undergraduate students and twelve in-depth interviews with teachers. The transcribed data from teachers and students were coded and categorized separately. Finally, we combined the categories from teachers and students to interpret the subthemes and themes.

Results: We found students’ perceived the actual feedback as the ‘daily score’, teachers’ explanation, and influenced by teachers’ characters. The expected feedback from students represents the need for 'room' to speak, be more objective, and use "kind" language. Meanwhile, teachers perceived feedback as the obligation to fill the score, give direction about learning goals and describe students’ attitudes. Teachers expect students to be more active in feedback seeking and standardization of feedback content. Therefore, we identified the themes representing 'from the actual to expected' feedback experience in formative assessment, such as (1) From 'daily score' to the objective description of performance; (2) From teachers' explanation to the student's room to speak; (3) From teachers’ authority to teachers’ beneficence.

Conclusion: Our study showed the teachers' and students' perceptions of actual and expected feedback experiences. The results describe the awareness of a better feedback form in formative assessment. Further studies can explore more participatory research to lead to a collaborative and bidirectional feedback approach


Keywords


assessment, formative, undergraduate, qualitative

Full Text:

PDF


References

  1. Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, Roberts T. 2011. Criteria for good assessment: Consensus statement and recommendations from the Ottawa 2010 conference. Medical Teacher. 33(3), 206–214. https://doi.org/10.3109/0142159X.2011.551559
  2. Dent J, Harden R. 2017. A Practical Guide for Medical Teachers
  3. Rauf A, Shamim MS, Aly SM, Chundrigar T, Alam SN. 2014. Formative assessment in undergraduate medical education: concept, implementation and hurdles. J Pak Med Assoc. Jan; 64(1):72-5.
  4. Bing-You R, Hayes V, Varaklis K, Trowbridge R, Kemp H, McKelvy D. 2017. Feedback for Learners in Medical Education: What Is Known? A Scoping Review. Acad Med. Sep; 92(9):1346-1354. DOI: 10.1097/ACM.0000000000001578.
  5. Ramani S, Könings KD, Ginsburg S, van der Vleuten CPM. 2019. Twelve tips to promote a feedback culture with a growth mindset: Swinging the feedback pendulum from recipes to relationships. Medical Teacher. 41(6), 625–631. https://doi.org/10.1080/0142159X.2018.1432850
  6. Harrison CJ, Könings KD, Dannefer EF. 2016. Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures. Perspect Med Educ. 5; 276–284. https://doi.org/10.1007/s40037-016-0297-x
  7. Hattie J,Timperley H. The Power of Feedback. 2007. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  8. Ramani S, Könings KD, Ginsburg S. et al. 2019. Feedback Redefined: Principles and Practice. J GEN INTERN MED 34, 744–749. https://doi.org/10.1007/s11606-019-04874-
  9. Myers K, Chou CL. 2016. Collaborative and Bidirectional Feedback Between Students and Clinical Preceptors: Promoting Effective Communication Skills on Health Care Teams. J Midwifery Women's Health. Nov; 61(S1):22-27. https://doi.org/10.1111/jmwh.12505.
  10. Esterhazy R, Damşa C. 2019. Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education. 44(2), 260–274. https://doi.org/10.1080/03075079.2017.1359249
  11. Ossenberg C, Henderson A, Mitchell M. 2019. What attributes guide best practice for effective feedback? A scoping review. Advances in Health Sciences Education. 24(2), 383–401. https://doi.org/10.1007/s10459-018-9854-x
  12. Suhoyo Y, Van Hell EA, Prihatiningsih TS, Kuks JBM, Cohen-Schotanus J. 2014. Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: Replicating a Dutch study in Indonesia. Medical Teacher. 36(3), 223–229. https://doi.org/10.3109/0142159X.2013.85311
  13. Hofstede G. 2001. Culture Consequences. Comparing Values, Behaviors, Institutions, and Organizations Across Nations. 2nd ed.; J. B. Thompson, ed.Thousand Oaks, California: Sage Publication
  14. Creswell J. 2009. Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage
  15. Tavakol M, Sanders J. 2014. Quantitative and Qualitative methods in medical education research: AMEE Guide No 90. Medical Teacher. 36(9), pp. 746–756.
  16. Green ML, Moeller JJ, Spak JM. 2018. Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48. Medical Teacher. 40(4), 337–350. https://doi.org/10.1080/0142159X.2018.1430354
  17. Larsen DP, Butler AC, Roediger HL. 2008. Test-enhanced learning in medical education. Medical Education, 42(10), 959–966. https://doi.org/10.1111/j.1365-2923.2008.03124.x
  18. Cilliers FJ. 2015. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? Perspectives on Medical Education. 4(6), 280–281. https://doi.org/10.1007/s40037-015-0229-1
  19. Claramita M, Prabandari Y, Graber A, Scherpbier A. 2020. Challenges of Communication Skills Transfer of Medical Students in the Cultural Context of Indonesia. Interdisciplinary Journal of Problem-Based Learning. 14(1). https://doi.org/10.14434/ijpbl.v14i1.28594
  20. Deloitte LA, Swanson JO, Gunderman RB, Shenoy-Beagle AS. 2019. Providing and Receiving Feedback: It Takes Two to Tango. Journal of the American College of Radiology. 16(12): 1710-12.



DOI: https://doi.org/10.22146/jpki.61828

Article Metrics

Abstract views : 810 | views : 664

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Sylvia Mustika Sari

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats