PEMANFAATAN KUIS SEBAGAI ASESMEN FORMATIF DALAM PEMBELAJARAN BLOK DI FAKULTAS KEDOKTERAN UNIVERSITAS TARUMANAGARA
Main Article Content
Abstract
Article Details
This work is licensed under a Jurnal Muara Sains, Teknologi, Kedokteran dan Ilmu Kesehatan Creative Commons Attribution-ShareAlike 4.0 International License.
Authors transfer copyright or assign exclusive rights to the publisher (including commercial rights)
References
Alzughaibi, M., Alotaibi, M., Ahmed, F., Alqahtani, B., & Bargo, M. (2016). PBL quizzes and their effects on student performance. Journal of US-China Medical Science, 13, 108-112. doi: 10.17265/1548-6648/2016.02.007
Amin, Z. & Eng, K. H. (2006). Basics in medical education. World scientific, Singapore, 251-265.
Amin, Z., Seng. C. Y., & Eng, K. H. (2010). Practical guide to medical student assessment. World scientific, Singapore, 3-7.
Archer, J. C. (2010). State of the science in health professional education: Effective feedback. Medical Education, 44, 101-108. doi:10.1111/j.1365-2923.2009.03546.x
Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment?. Assessment in Education, 5, 103-110. Cited in Rushton (2005).
Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Boud, D. (2015). Feedback: Ensuring that it leads to enhanced learning. The Clinical Teacher, 12, 3-7. doi: 10.1111/tct.12345
Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. doi: 10.1080/02602930600679050
Bricki, N. & Green, J. (2009). A guide to using qualitative research methodology. Medecins Sans Frontieres Field Research. Retrieved December 9, 2015, from: http://hdl.handle.net/10144/84230.
Carrillo-De-La-Peña, M. T., Baillès, E., Caseras, X., Martínez, À., Ortet, G., & Pérez, J. (2009). Formative assessment and academic achievement in pre-graduate students of health sciences. Advances in Health Sciences Education, 14(1), 61–67. https://doi.org/10.1007/s10459-007-9086-y
Chang, E. K., & Wimmers, P. F. (2016). Effect of repeated/spaced formative assessments on medical school final exam performance. Health Professions Education, 3(1), 1–6. https://doi.org/10.1016/j.hpe.2016.08.001
Epstein, R. M. (2007). Assessment in medical education. N Engl J Med, 356, 387-396.
Hattie, J. (1999). Influences on student learning. Inaugural Lecture given on August, 2(August), 1–25. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.114.8465&rep=rep1&type=pdf
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. doi: 10.3102/003465430298487
Jain, V., Agrawal, V., & Biswas, S. (2012). Use of formative assessment as an educational tool. Journal of Ayub Medical College, Abbottabad?: JAMC, 24(3–4), 68–70. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/24669614
Kibble, J. (2007). Use of unsupervised online quizzes as formative assessment in a medical physiology course: Effects of incentives on student participation and performance. Advances in Physiology Education, 31(3), 253-260. doi: 10.1152/advan.00027.2007
Krackov, S. K. (2013). Giving feedback. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers (4th ed., pp. 323-328). London: Elsevier.
Larsen, D. P., Butler, A. C., & Roediger, H. L. (2008). Test-enhanced learning in medical education. Medical Education, 42(10), 959–966. https://doi.org/10.1111/j.1365-2923.2008.03124.x
McLachlan, J. C. (2006). The relationship between assessment and learning. Medical Education, 40, 716-717.
Nicholls, G. (2002). Developing teaching and learning in higher education. New York: Routledge.
Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090
Norcini, J., Anderson, B., Bollela, V., Burch, V., Costa, M.J., Duvivier, R., … Roberts, T. (2011). Criteria for good assessment: Consensus statement and recommendations from the Ottawa 2010 conference. Medical teacher, 33, 206-214. doi: 10.3109/0142159X.2011.551559
Norcini, J. & David, M. F. B. (2013). Concept in assessment. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers. (pp. 285-290). London: Elsevier.
Peraturan Universitas Tarumanagara nomor 078 tentang penyelenggaraan pembelajaran pada program studi kedokteran. (2007).
Peraturan Universitas Tarumanagara nomor 091 tentang penyelenggaraan pembelajaran pada program studi kedokteran. (2011).
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests imporves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
Rushton, A. (2005). Formative assessment: A key to deep learning?. Medical Teacher, 27, 509-512. doi: 10.1080/01421590500129159
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77-84.
Sargeant, J. M., Mann, K. V., Van der Vleuten, C. P., Metsemaker, J. K. (2008). Reflection: a link between receiving and using assessment of feedback. Advances in Health Science Education, 13(3), 275-288. Cited in
Krackov (2013).
Schuwirth, L. W. T, Van der Vleuten, C. P. M. (2013). Written assessment. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers (4th ed., pp. 299-305). London: Elsevier.
Shathele, S. M. S. & Oommen, A. (2015). Factors influencing the academic performance of the female medical students in preclinical and clinical years. Journal of Medicine and Medical Sciences, 6(6), 109-114. http:/dx.doi.org/10.14303/jmms.2015.047
Shawwa, L. A., Abulaban, A. A., Abulaban, A. A., Merdad, A., Baghlaf, S., Algethami, A., …Balkhoyor, A. (2015). Factors potentially influencing academic performance among medical students. Advances in Medical Education and Practice, 65. https://doi.org/10.2147/AMEP.S69304
Van Der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Govaerts, M. J. B., & Heeneman, S. (2015). Twelve Tips for programmatic assessment. Medical Teacher, 37(7), 641–646. https://doi.org/10.3109/0142159X.2014.973388