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How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum
To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies...
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| Published in: | Assessment and evaluation in higher education 2020-05, Vol.45 (4), p.513-526 |
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| Main Authors: | , , , , |
| Format: | Article |
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| cites | cdi_FETCH-LOGICAL-c407t-b12bbf9289b5f9fbaa2b42d7a2070c173c5f486ad5fd17c8cd63aac63d2ba2123 |
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| container_title | Assessment and evaluation in higher education |
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| creator | van Woezik, Tamara Koksma, Jur Reuzel, Rob Jaarsma, Debbie Jan van der Wilt, Gert |
| description | To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n = 248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1-7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p |
| doi_str_mv | 10.1080/02602938.2019.1667954 |
| format | article |
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2
< 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.</description><identifier>ISSN: 0260-2938</identifier><identifier>EISSN: 1469-297X</identifier><identifier>DOI: 10.1080/02602938.2019.1667954</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>assessment ; Biomedicine ; College Freshmen ; Correlation ; Curricula ; curriculum ; Educational evaluation ; Evaluation Methods ; Foreign Countries ; Grades (Scholastic) ; Independent Study ; Learning Strategies ; Lifelong Learning ; Likert Scales ; Medical Education ; Medical schools ; Medicine ; Metacognition ; Motivation ; Questionnaires ; Self evaluation ; Self Management ; Student Projects ; Students ; Thinking Skills ; undergraduate medical education</subject><ispartof>Assessment and evaluation in higher education, 2020-05, Vol.45 (4), p.513-526</ispartof><rights>2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2019</rights><rights>2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial – No Derivatives License http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c407t-b12bbf9289b5f9fbaa2b42d7a2070c173c5f486ad5fd17c8cd63aac63d2ba2123</citedby><cites>FETCH-LOGICAL-c407t-b12bbf9289b5f9fbaa2b42d7a2070c173c5f486ad5fd17c8cd63aac63d2ba2123</cites><orcidid>0000-0003-1380-5070 ; 0000-0002-4682-1758 ; 0000-0002-7810-231X ; 0000-0003-1668-2002</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1252786$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>van Woezik, Tamara</creatorcontrib><creatorcontrib>Koksma, Jur</creatorcontrib><creatorcontrib>Reuzel, Rob</creatorcontrib><creatorcontrib>Jaarsma, Debbie</creatorcontrib><creatorcontrib>Jan van der Wilt, Gert</creatorcontrib><title>How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum</title><title>Assessment and evaluation in higher education</title><description>To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n = 248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1-7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p < 0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p = 0.074). Explained variance of the grades was low for all learning strategies (R
2
< 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.</description><subject>assessment</subject><subject>Biomedicine</subject><subject>College Freshmen</subject><subject>Correlation</subject><subject>Curricula</subject><subject>curriculum</subject><subject>Educational evaluation</subject><subject>Evaluation Methods</subject><subject>Foreign Countries</subject><subject>Grades (Scholastic)</subject><subject>Independent Study</subject><subject>Learning Strategies</subject><subject>Lifelong Learning</subject><subject>Likert Scales</subject><subject>Medical Education</subject><subject>Medical schools</subject><subject>Medicine</subject><subject>Metacognition</subject><subject>Motivation</subject><subject>Questionnaires</subject><subject>Self evaluation</subject><subject>Self Management</subject><subject>Student Projects</subject><subject>Students</subject><subject>Thinking Skills</subject><subject>undergraduate medical education</subject><issn>0260-2938</issn><issn>1469-297X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>0YH</sourceid><sourceid>7SW</sourceid><recordid>eNp9kMFu1DAQhi1EJZbSR6hkiXMW20ns5ASoaimoEpci9WZNnPHiyrEX29FSqQ9PohSOnOYw3_-P5iPkkrM9Zx37wIRkoq-7vWC833MpVd82r8iON7KvRK8eXpPdylQr9Ia8zfmRMdbUvN2R59t4oiVSDCbOCQ5IgXpn0cdwoB4hBUwf6f1PpCZOR4-_aUIPxcVABywnxLBRbsFzSVDw4DBTCCOFnDHnCUOhLiy1E47OgKdmTsmZ2c_TO3JmwWe8eJnn5MfN9f3VbXX3_cvXq893lWmYKtXAxTDYXnT90NreDgBiaMSoQDDFDFe1aW3TSRhbO3JlOjPKGsDIehQDCC7qc_J-6z2m-GvGXPTj8mxYTmrRrCq6WqqFajfKpJhzQquPyU2QnjRnehWt_4rWq2j9InrJXW45XN76l7n-xkUrVCeX_adt74KNaYJTTH7UBZ58TDZBMC7r-v8n_gBfQpDa</recordid><startdate>20200518</startdate><enddate>20200518</enddate><creator>van Woezik, Tamara</creator><creator>Koksma, Jur</creator><creator>Reuzel, Rob</creator><creator>Jaarsma, Debbie</creator><creator>Jan van der Wilt, Gert</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>0YH</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0003-1380-5070</orcidid><orcidid>https://orcid.org/0000-0002-4682-1758</orcidid><orcidid>https://orcid.org/0000-0002-7810-231X</orcidid><orcidid>https://orcid.org/0000-0003-1668-2002</orcidid></search><sort><creationdate>20200518</creationdate><title>How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum</title><author>van Woezik, Tamara ; Koksma, Jur ; Reuzel, Rob ; Jaarsma, Debbie ; Jan van der Wilt, Gert</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c407t-b12bbf9289b5f9fbaa2b42d7a2070c173c5f486ad5fd17c8cd63aac63d2ba2123</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>assessment</topic><topic>Biomedicine</topic><topic>College Freshmen</topic><topic>Correlation</topic><topic>Curricula</topic><topic>curriculum</topic><topic>Educational evaluation</topic><topic>Evaluation Methods</topic><topic>Foreign Countries</topic><topic>Grades (Scholastic)</topic><topic>Independent Study</topic><topic>Learning Strategies</topic><topic>Lifelong Learning</topic><topic>Likert Scales</topic><topic>Medical Education</topic><topic>Medical schools</topic><topic>Medicine</topic><topic>Metacognition</topic><topic>Motivation</topic><topic>Questionnaires</topic><topic>Self evaluation</topic><topic>Self Management</topic><topic>Student Projects</topic><topic>Students</topic><topic>Thinking Skills</topic><topic>undergraduate medical education</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>van Woezik, Tamara</creatorcontrib><creatorcontrib>Koksma, Jur</creatorcontrib><creatorcontrib>Reuzel, Rob</creatorcontrib><creatorcontrib>Jaarsma, Debbie</creatorcontrib><creatorcontrib>Jan van der Wilt, Gert</creatorcontrib><collection>Taylor & Francis Open Access</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Assessment and evaluation in higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>van Woezik, Tamara</au><au>Koksma, Jur</au><au>Reuzel, Rob</au><au>Jaarsma, Debbie</au><au>Jan van der Wilt, Gert</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1252786</ericid><atitle>How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum</atitle><jtitle>Assessment and evaluation in higher education</jtitle><date>2020-05-18</date><risdate>2020</risdate><volume>45</volume><issue>4</issue><spage>513</spage><epage>526</epage><pages>513-526</pages><issn>0260-2938</issn><eissn>1469-297X</eissn><abstract>To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n = 248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1-7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p < 0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p = 0.074). Explained variance of the grades was low for all learning strategies (R
2
< 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1080/02602938.2019.1667954</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0003-1380-5070</orcidid><orcidid>https://orcid.org/0000-0002-4682-1758</orcidid><orcidid>https://orcid.org/0000-0002-7810-231X</orcidid><orcidid>https://orcid.org/0000-0003-1668-2002</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Assessment and evaluation in higher education, 2020-05, Vol.45 (4), p.513-526 |
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| subjects | assessment Biomedicine College Freshmen Correlation Curricula curriculum Educational evaluation Evaluation Methods Foreign Countries Grades (Scholastic) Independent Study Learning Strategies Lifelong Learning Likert Scales Medical Education Medical schools Medicine Metacognition Motivation Questionnaires Self evaluation Self Management Student Projects Students Thinking Skills undergraduate medical education |
| title | How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum |
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