Analysis of the relationship between process assessment scores along with their weights and summative assessment scores among undergraduate clinical medicine students

doi:10.3760/cma.j.cn115259-20250118-00067

Abstract

Abstract: Objective This study aims to explore and analyze the relationship between the process assessment scores and their weights of undergraduate students majoring in clinical medicine and their summative assessment scores. Methods Based on the data such as the scores and their weight distribution of the 11 integrated curriculum courses on systematic diseases for five-year-program undergraduate students majoring in clinical medicine from grade 2018 to grade 2020 of Guilin Medical University in 2024, descriptive statistics, correlation analysis, and rank sum test were used for data analysis. Results The correlation analysis between students′ process assessment scores and summative assessment scores showed that, among the 29 combined units of “1 course + 1 process assessment weight”, the correlation coefficient (r) of 6 units was between 0.4 and 0.7 (0.4<r≤0.7), 12 units had an r between 0.2 and 0.4 (0.2<r≤0.4), and 7 units had an absolute value of r not exceeding 0.2 (|r|≤0.2), with all P-values less than 0.05 (P<0.05). The results of the difference test indicated that, under different process assessment weights, the summative assessment scores of 9 courses showed statistically significant (all P<0.05); Pairwise comparisons revealed that, when the weight of process assessment scores was 50%, students′ summative assessment scores were higher than those when the weight was 40% and 30%. Conclusions The correlation between students′ process assessment scores and summative assessment scores is relatively low, but the weight setting of process assessment has a certain impact on students′ summative assessment scores. In order to fully play process assessment′s role of promoting student′s learning and improving teacher′s teaching, the weight′s setting should be more reasonable, the design of assessment forms should be more evidence-informed, the management and services should be more learner-centered; and the score′s evaluating should be more objective and impartial.

Key words: Process assessment, Summative assessment, Score, Weight

CLC Number:

Fang Zhihua, Long Jing, Mo Zhongcheng. Analysis of the relationship between process assessment scores along with their weights and summative assessment scores among undergraduate clinical medicine students[J]. Chinese Journal of Medical Education, 2025, 45(12): 951-955.

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