The educational impact of assessment: a comparison of DOPS and MCQs
Aim: To evaluate the impact of two different assessment formats on the approaches to learning of final year veterinary students. The relationship between approach to learning and examination performance was also investigated. Method: An 18-item version of the Study Process Questionnaire (SPQ) was...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Published: |
Informa Healthcare
2013
|
| Online Access: | https://eprints.nottingham.ac.uk/2412/ |
| _version_ | 1848790779232780288 |
|---|---|
| author | Cobb, Kate A. Brown, George Jaarsma, Debbie A.D.C. Hammond, Richard A. |
| author_facet | Cobb, Kate A. Brown, George Jaarsma, Debbie A.D.C. Hammond, Richard A. |
| author_sort | Cobb, Kate A. |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Aim: To evaluate the impact of two different assessment formats on the approaches to learning of final year veterinary students. The relationship between approach to learning and examination performance was also investigated.
Method: An 18-item version of the Study Process Questionnaire (SPQ) was sent to 87 final year students. Each student responded to the questionnaire with regards to DOPS (Direct Observation of Procedural Skills) and a Multiple Choice Examination (MCQ). Semi-structured interviews were conducted with 16 of the respondents to gain a deeper insight into the students’ perception of assessment.
Results: Students’ adopted a deeper approach to learning for DOPS and a more surface approach with MCQs. There was a positive correlation between an achieving approach to learning and examination performance. Analysis of the qualitative data revealed that deep, surface and achieving approaches were reported by the students and seven major influences on their approaches to learning were identified: motivation, purpose, consequence, acceptability, feedback, time pressure and the individual difference of the students.
Conclusions: The format of DOPS has a positive influence on approaches to learning. There is a conflict for students between preparing for final examinations and preparing for clinical practice. |
| first_indexed | 2025-11-14T18:18:02Z |
| format | Article |
| id | nottingham-2412 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T18:18:02Z |
| publishDate | 2013 |
| publisher | Informa Healthcare |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-24122020-05-04T20:18:34Z https://eprints.nottingham.ac.uk/2412/ The educational impact of assessment: a comparison of DOPS and MCQs Cobb, Kate A. Brown, George Jaarsma, Debbie A.D.C. Hammond, Richard A. Aim: To evaluate the impact of two different assessment formats on the approaches to learning of final year veterinary students. The relationship between approach to learning and examination performance was also investigated. Method: An 18-item version of the Study Process Questionnaire (SPQ) was sent to 87 final year students. Each student responded to the questionnaire with regards to DOPS (Direct Observation of Procedural Skills) and a Multiple Choice Examination (MCQ). Semi-structured interviews were conducted with 16 of the respondents to gain a deeper insight into the students’ perception of assessment. Results: Students’ adopted a deeper approach to learning for DOPS and a more surface approach with MCQs. There was a positive correlation between an achieving approach to learning and examination performance. Analysis of the qualitative data revealed that deep, surface and achieving approaches were reported by the students and seven major influences on their approaches to learning were identified: motivation, purpose, consequence, acceptability, feedback, time pressure and the individual difference of the students. Conclusions: The format of DOPS has a positive influence on approaches to learning. There is a conflict for students between preparing for final examinations and preparing for clinical practice. Informa Healthcare 2013-11 Article PeerReviewed Cobb, Kate A., Brown, George, Jaarsma, Debbie A.D.C. and Hammond, Richard A. (2013) The educational impact of assessment: a comparison of DOPS and MCQs. Medical Teacher, 35 (1). e1598-e1607. ISSN 0142-159X http://informahealthcare.com/doi/abs/10.3109/0142159X.2013.803061 doi:10.3109/0142159X.2013.803061 doi:10.3109/0142159X.2013.803061 |
| spellingShingle | Cobb, Kate A. Brown, George Jaarsma, Debbie A.D.C. Hammond, Richard A. The educational impact of assessment: a comparison of DOPS and MCQs |
| title | The educational impact of assessment: a comparison of DOPS and MCQs |
| title_full | The educational impact of assessment: a comparison of DOPS and MCQs |
| title_fullStr | The educational impact of assessment: a comparison of DOPS and MCQs |
| title_full_unstemmed | The educational impact of assessment: a comparison of DOPS and MCQs |
| title_short | The educational impact of assessment: a comparison of DOPS and MCQs |
| title_sort | educational impact of assessment: a comparison of dops and mcqs |
| url | https://eprints.nottingham.ac.uk/2412/ https://eprints.nottingham.ac.uk/2412/ https://eprints.nottingham.ac.uk/2412/ |