Student experiences of assessment in two problem-based dental curricula: Adelaide and Dublin

Copyright © 2005 RoutledgeDental students in third (n = 35) and fifth years (n = 50) at Adelaide and Trinity College Dental Schools were surveyed about their experiences of assessment and their perceptions of the importance of particular aspects of assessment. Students reported on their assessment experience within their programmes by describing a critical assessment incident and their response to it, and also rated assessment purposes and features using a 5‐point Likert scale of relative importance. The students described a range of assessment methods, including group assignments, vivas, laboratory assessment, and problem‐based learning tutorials, but written examinations/tests and clinical assessment were discussed most frequently. Negative assessment experiences were commonly noted. The two most frequently raised issues were lack of congruence between student and staff perceptions of performance, and not receiving adequate feedback. There were no significant differences between years or schools in students’ ratings of the importance of assessment purposes. Overall, the students rated the provision of feedback on learning and motivation for learning as the most important purposes (> 80%). Patient‐based scenarios were rated as the most important method for judging students’ learning (> 90%), whilst group‐work tasks were rated of little importance. Overall, students rated clear requirements and feedback as the most important characteristics for positive assessment outcomes. Students’ ratings of assessment purposes, characteristics and methods closely matched the features of good assessment practice found in the literature. However, their assessment experiences indicate the need for review of assessment in both schools, particularly related to student–staff expectations of performance levels, and the provision of feedback.Tracey Winning, Elaine Lim and Grant Townsen