Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
Use of the test
المؤلف:
James Oldham & Adrian Freeman & Suzanne Chamberlain & Chris Ricketts
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P36-C4
2025-05-30
609
+
-
20
Use of the test
Each test has the majority of items focused on the most recent case-units which the students have studied, but also includes a sample of items from earlier tests. So tests generated for second-year students will include items from first-year tests. This means that students have to accumulate knowledge, rather than replace old with new.
The most recent first-year test was taken 118 times by 77 students (46% of the cohort). However this figure represents the number of students that logged on to take the test. In fact students sometimes took the test in pairs and small groups so the actual number of students that used the test was higher. The mean score for all attempts was 59% (SD 16).
The most recent second-year test was taken 201 times by 71 students (40% of the cohort). Again more students actually used the test. The mean score for all attempts was 61% (SD 22).
With a further development of the database of items we will be able to demonstrate knowledge development in greater detail according to specific themes and subtopics.
Feedback from the students was very positive. They found it easy to access and take the test. The students' comments bore out the face validity of the format of the items - a clinical vignette followed by 5 options. They particularly liked the increased specificity of the feedback from the formative items and regarded it as an improvement on the feedback from the summative progress test.
Feedback from the staff that took the test was more critical of the technical item flaws in the questions. For example one commentator noted that the vignette was sometimes irrelevant, that the 'cover the options rule' was sometimes not employed, and that the topic assessed was sometimes not particularly relevant.
Future iterations of this project will employ a more detailed analysis of the test. It will explore in more detail the distribution of topics assessed, qualities of the items, and the effectiveness of the feedback. It will also employ a more sophisticated evaluation of the use of the test from the perspectives of the students, faculty and clinical practitioners.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
