Mahnaz Khatiban; Gholamabbas Chehardoli; Tavakol Heydari Shayeste
Volume 24, Issue 5 , September and October 2018, , Pages 359-366
Abstract
Background: The quiz is one of the most commonly formative evaluations to attaining the educational goals. This study aimed to compare the academic members’ and students’ perspectives about the formative evaluation by quiz and provide feedback to improve learning at Hamadan University of ...
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Background: The quiz is one of the most commonly formative evaluations to attaining the educational goals. This study aimed to compare the academic members’ and students’ perspectives about the formative evaluation by quiz and provide feedback to improve learning at Hamadan University of Medical Sciences. Methods: In this survey, 27 teachers and 180 students were included by convenience sampling. In order to achieve specific goals, a self-report questionnaire was developed according to the literature. The questionnaire contained three parts: a- demographic characteristic (7 items) for both students and teachers, b- 25 items to determine the participants views about the quiz characteristics as how to organize (9 items), holding time (4 questions), feedback (6 questions), better strategies to organize (4 questions), and c- 18 questions on a Likert scale to determine their attitude. Content and face validity of the instrument were approved by the faculty members and its Cronbach's alpha coefficient was 0.85. Data collected were analyzed by 16-Spss software.Results: This study showed that the view of teachers and students were similar in the most items, however, in some cases, significant differences were obtained. The mean scores of the attitudes indicated the positive attitudes of teachers and students, the Mann-Whitney test (with P=0.59) did not show significant differences between two groups. Conclusion: In attention to the research findings on the quiz characteristics and particularly the participants’ positive attitudes to quiz, it can be said that the quiz should be considered as a simple and economic formative evaluation in medical education.