A New Holistic Assessment System and its Impacts on Student Performance in Regional Anatomy
SUMMARY: Summative and formative assessments are two overlapping complementary ways of assessing student progress in regional anatomy teaching and learning. Our present study was designed to create a new holistic assessment system that embraces both summative and formative assessments, and evaluate...
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Sociedad Chilena de Anatomía
2020
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oai:scielo:S0717-950220200004008632020-09-08A New Holistic Assessment System and its Impacts on Student Performance in Regional AnatomyRuze,AbudureyimujiangAmuti,SiyitiLipan,NiuLiu,Fengxia Regional anatomy Formative assessment Summative assessment Holistic assessment SUMMARY: Summative and formative assessments are two overlapping complementary ways of assessing student progress in regional anatomy teaching and learning. Our present study was designed to create a new holistic assessment system that embraces both summative and formative assessments, and evaluate its impacts on student performance of regional anatomy. A collection of five formative assessment tests were designed and introduced into the teaching process of regional anatomy, and their performances were combined with scores of the summative assessment taken at the end of the semester to form the holistic assessment. And an anonymous survey was conducted to gather student perceptions regarding the assessments. We found, compared to summative assessment scores, students’ overall average points are higher by 4.67 points (P<0.05) and 9.23 points (P<0.01) when evaluated by the holistic and formative assessment; formative assessment scores are positively correlated to summative assessment scores, and the Pearson correlation is 0.624. Questionaire investigation showed 57.65 % of the students wishes to be assessed by the holistic assessmen, and 97.9 % of the students think that the holistic assessment can promote the frequency of student-teacher communication, which helps them form the right learning attitude and improve the performance. The results indicated that holistic assessment is a more reflective and practical approach of evaluating student performance in regional anatomy teaching, which can increase studentteacher communication and enhance the self-directed learning among students.info:eu-repo/semantics/openAccessSociedad Chilena de AnatomíaInternational Journal of Morphology v.38 n.4 20202020-08-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022020000400863en10.4067/S0717-95022020000400863 |
| institution |
Scielo Chile |
| collection |
Scielo Chile |
| language |
English |
| topic |
Regional anatomy Formative assessment Summative assessment Holistic assessment |
| spellingShingle |
Regional anatomy Formative assessment Summative assessment Holistic assessment Ruze,Abudureyimujiang Amuti,Siyiti Lipan,Niu Liu,Fengxia A New Holistic Assessment System and its Impacts on Student Performance in Regional Anatomy |
| description |
SUMMARY: Summative and formative assessments are two overlapping complementary ways of assessing student progress in regional anatomy teaching and learning. Our present study was designed to create a new holistic assessment system that embraces both summative and formative assessments, and evaluate its impacts on student performance of regional anatomy. A collection of five formative assessment tests were designed and introduced into the teaching process of regional anatomy, and their performances were combined with scores of the summative assessment taken at the end of the semester to form the holistic assessment. And an anonymous survey was conducted to gather student perceptions regarding the assessments. We found, compared to summative assessment scores, students’ overall average points are higher by 4.67 points (P<0.05) and 9.23 points (P<0.01) when evaluated by the holistic and formative assessment; formative assessment scores are positively correlated to summative assessment scores, and the Pearson correlation is 0.624. Questionaire investigation showed 57.65 % of the students wishes to be assessed by the holistic assessmen, and 97.9 % of the students think that the holistic assessment can promote the frequency of student-teacher communication, which helps them form the right learning attitude and improve the performance. The results indicated that holistic assessment is a more reflective and practical approach of evaluating student performance in regional anatomy teaching, which can increase studentteacher communication and enhance the self-directed learning among students. |
| author |
Ruze,Abudureyimujiang Amuti,Siyiti Lipan,Niu Liu,Fengxia |
| author_facet |
Ruze,Abudureyimujiang Amuti,Siyiti Lipan,Niu Liu,Fengxia |
| author_sort |
Ruze,Abudureyimujiang |
| title |
A New Holistic Assessment System and its Impacts on Student Performance in Regional Anatomy |
| title_short |
A New Holistic Assessment System and its Impacts on Student Performance in Regional Anatomy |
| title_full |
A New Holistic Assessment System and its Impacts on Student Performance in Regional Anatomy |
| title_fullStr |
A New Holistic Assessment System and its Impacts on Student Performance in Regional Anatomy |
| title_full_unstemmed |
A New Holistic Assessment System and its Impacts on Student Performance in Regional Anatomy |
| title_sort |
new holistic assessment system and its impacts on student performance in regional anatomy |
| publisher |
Sociedad Chilena de Anatomía |
| publishDate |
2020 |
| url |
http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022020000400863 |
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