Formative assessments predict performance in anatomy course and can be used to identify at-risk students preemptively
Abstract Background Formative assessments build a positive learning environment and provide feedback to enhance learning. This study examined the impact of online formative and low-stake summative assessments on medical students’ learning outcomes in the Clinically Oriented Anatomy course from 2016...
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| Format: | Article |
| Language: | English |
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Springer
2025-07-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00643-y |
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| author | Gurvinder Kaur Stephanie Stroever Megh Gore Bridget Vories Vaughan H. Lee Keith N. Bishop Brandt L. Schneider |
| author_facet | Gurvinder Kaur Stephanie Stroever Megh Gore Bridget Vories Vaughan H. Lee Keith N. Bishop Brandt L. Schneider |
| author_sort | Gurvinder Kaur |
| collection | DOAJ |
| description | Abstract Background Formative assessments build a positive learning environment and provide feedback to enhance learning. This study examined the impact of online formative and low-stake summative assessments on medical students’ learning outcomes in the Clinically Oriented Anatomy course from 2016 to 2020. We aimed to demonstrate that formative assessments clarify exam expectations, decrease test anxiety, and facilitate the early identification of academically at-risk students, enabling timely academic counseling and guidance. Methods Students completed seven formative and nine low-stake summative assessments. Results Strong correlations were observed between formative and summative exams performance (Spearman’s rho (rs) = 0.60–0.72) and between summative exams and NBME performance (rs=0.70–0.77). A multivariable model identified students scoring below 75% on the unit 1 summative exam as academically at-risk. While this model effectively identified students who were not at risk, at-risk students consistently underperformed on early assessments compared to those who achieved high pass or honors grades. Over 90% of students reported that formative assessments clarified exam expectations, reduced test anxiety, and improved exam performance. Conclusions Over 4 years, formative assessments enhanced learning outcomes, clarified examination expectations, and reduced student stress. Online formative assessments are valuable for the early identification of at-risk students, allowing timely interventions, such as academic counselling and remediation, to improve student learning experience. |
| format | Article |
| id | doaj-art-9149990a50954c5fb0e63e8da8937a4e |
| institution | DOAJ |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-9149990a50954c5fb0e63e8da8937a4e2025-08-20T03:03:41ZengSpringerDiscover Education2731-55252025-07-014111610.1007/s44217-025-00643-yFormative assessments predict performance in anatomy course and can be used to identify at-risk students preemptivelyGurvinder Kaur0Stephanie Stroever1Megh Gore2Bridget Vories3Vaughan H. Lee4Keith N. Bishop5Brandt L. Schneider6Graduate School of Biomedical Sciences, Texas Tech University Health Sciences CenterDepartment of Medical Education, Texas Tech University Health Sciences CenterGraduate School of Biomedical Sciences, Texas Tech University Health Sciences CenterGraduate School of Biomedical Sciences, Texas Tech University Health Sciences CenterDivision of Medical Education, University of South AlabamaGraduate School of Biomedical Sciences, Texas Tech University Health Sciences CenterGraduate School of Biomedical Sciences, Texas Tech University Health Sciences CenterAbstract Background Formative assessments build a positive learning environment and provide feedback to enhance learning. This study examined the impact of online formative and low-stake summative assessments on medical students’ learning outcomes in the Clinically Oriented Anatomy course from 2016 to 2020. We aimed to demonstrate that formative assessments clarify exam expectations, decrease test anxiety, and facilitate the early identification of academically at-risk students, enabling timely academic counseling and guidance. Methods Students completed seven formative and nine low-stake summative assessments. Results Strong correlations were observed between formative and summative exams performance (Spearman’s rho (rs) = 0.60–0.72) and between summative exams and NBME performance (rs=0.70–0.77). A multivariable model identified students scoring below 75% on the unit 1 summative exam as academically at-risk. While this model effectively identified students who were not at risk, at-risk students consistently underperformed on early assessments compared to those who achieved high pass or honors grades. Over 90% of students reported that formative assessments clarified exam expectations, reduced test anxiety, and improved exam performance. Conclusions Over 4 years, formative assessments enhanced learning outcomes, clarified examination expectations, and reduced student stress. Online formative assessments are valuable for the early identification of at-risk students, allowing timely interventions, such as academic counselling and remediation, to improve student learning experience.https://doi.org/10.1007/s44217-025-00643-yFormative assessmentsSummative exam performanceReduced student stress and test anxiety |
| spellingShingle | Gurvinder Kaur Stephanie Stroever Megh Gore Bridget Vories Vaughan H. Lee Keith N. Bishop Brandt L. Schneider Formative assessments predict performance in anatomy course and can be used to identify at-risk students preemptively Discover Education Formative assessments Summative exam performance Reduced student stress and test anxiety |
| title | Formative assessments predict performance in anatomy course and can be used to identify at-risk students preemptively |
| title_full | Formative assessments predict performance in anatomy course and can be used to identify at-risk students preemptively |
| title_fullStr | Formative assessments predict performance in anatomy course and can be used to identify at-risk students preemptively |
| title_full_unstemmed | Formative assessments predict performance in anatomy course and can be used to identify at-risk students preemptively |
| title_short | Formative assessments predict performance in anatomy course and can be used to identify at-risk students preemptively |
| title_sort | formative assessments predict performance in anatomy course and can be used to identify at risk students preemptively |
| topic | Formative assessments Summative exam performance Reduced student stress and test anxiety |
| url | https://doi.org/10.1007/s44217-025-00643-y |
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