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Medical Teacher Volume 35, 2013 - Issue 12
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Research Article

Students’ motives for using online formative assessments when preparing for summative assessments

Renske A. M. De KleijnUtrecht University, The Netherlands; RENSKE A. M. DE KLEIJN, MSc, is working as an Educational Consultant and Post-Doc Researcher at the Center for Teaching and Learning at Utrecht University. Her research interests include feedback, interpersonal relationships, adaptivity and research supervision in higher education.Correspondence[email protected]
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Rianne A. M. BouwmeesterUniversity Medical Center, The Netherlands; RIANNE A. M. BOUWMEESTER, MSc, is an Educational Researcher at the Department of Medical Physiology, University Medical Center Utrecht, The Netherlands.
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Magda M. J. RitzenUtrecht University, The Netherlands; MAGDA J. RITZEN, MSc, is an Educational Consultant at the Center for Teaching and Learning at Utrecht University.
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Stephan P. J. RamaekersUtrecht University, The Netherlands; STEPHAN P. J. RAMAEKERS, PhD, is an Educational Consultant at the Center for Teaching and Learning at Utrecht University.
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Harold V. M. Van RijenUniversity Medical Center, The Netherlands; HAROLD V. M. VAN RIJEN, PhD, is a Professor of Innovation in Biomedical Education, University Medical Center Utrecht, The Netherlands.
Pages e1644-e1650 | Published online: 20 Sep 2013

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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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Muirne Spooner, Catherine Duane, Jane Uygur, Erica Smyth, Brian Marron, Paul J. Murphy & Teresa Pawlikowska. (2022) Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66. Medical Teacher 44:1, pages 3-18.
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Bas de Leng & Friedrich Pawelka. (2021) The cognitive load of the in-class phase of a flipped classroom course on radiology: Could computer support be of help?. Medical Teacher 43:2, pages 216-222.
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Indira N. Z. Day, Floris M. van Blankenstein, P. Michiel Westenberg & Wilfried F. Admiraal. (2018) Explaining individual student success using continuous assessment types and student characteristics. Higher Education Research & Development 37:5, pages 937-951.
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Ashwin Menon, Shiv Gaglani, M. Ryan Haynes & Sean Tackett. (2017) Using “big data” to guide implementation of a web and mobile adaptive learning platform for medical students. Medical Teacher 39:9, pages 975-980.
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Articles from other publishers (13)

Susan A. Elwood, Misty R. Kesterson, Kelli Bippert, Heather DeGrande & Patricia Boyson. 2022. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education 1 29 .
Yuji Guo, Haihua Liu, Aijun Hao, Shangming Liu, Xiaoli Zhang & Huiqing Liu. (2021) Blended learning model via small private online course improves active learning and academic performance of embryology. Clinical Anatomy 35:2, pages 211-221.
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F. Herman Jonker. (2020) A personal view on basic education in reproduction: Where are we now and where are we going?. Reproduction in Domestic Animals 57:S1, pages 7-15.
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Bengi Birgili & Ömer Demir. (2022) An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences. Computers & Education 176, pages 104352.
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Heidi Kristine Grønlien, Trine Eker Christoffersen, Øystein Ringstad, Marita Andreassen & Ricardo G. Lugo. (2021) A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course – A quasi-experimental study. Nurse Education in Practice 52, pages 103046.
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Gulgun Afacan Adanır. 2021. Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning. Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning 24 42 .
M.G. Sorokova. (2021) Academic Outcomes of Students in University Digital Environment at Different Levels of Higher Education: Who Is More Successful?. Psychological Science and Education Психологическая наука и образование 26:1, pages 76-91.
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Mahnane Lamia & Hafidi Mohamed. 2020. Developing Technology Mediation in Learning Environments. Developing Technology Mediation in Learning Environments 43 56 .
Alexiei Dingli & Lara Caruana Montalto. 2020. Handbook of Research on Digital Learning. Handbook of Research on Digital Learning 317 338 .
Rianne A.M. Bouwmeester, Renske A.M. de Kleijn, Inge E.T. van den Berg, Olle Th.J. ten Cate, Harold V.M. van Rijen & Hendrika E. Westerveld. (2019) Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education 139, pages 118-128.
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Feifei Shang & Chuan-Yong Liu. (2018) Blended learning in medical physiology improves nursing students’ study efficiency. Advances in Physiology Education 42:4, pages 711-717.
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Tolga ERDOĞAN, Harun ÇİĞDEM & Osman Gazi YILDIRIM. (2018) MESLEK YÜKSEKOKULU ÖĞRENCİLERİNİN WEB TABANLI DİNLEME TESTİNİ KULLANMA NİYETLERİNİN YORDAYICILARIPREDICTORS OF VOCATIONAL COLLEGE STUDENTS’ BEHAVIORAL INTENTION TO USE WEB-BASED LISTENING TEST. Eğitim Teknolojisi Kuram ve Uygulama 8:2, pages 90-107.
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Maha M.A. El Tantawi, Maha M. Abdelsalam, Ahmed M. Mourady & Ismail M.B. Elrifae. (2015) e-Assessment in a Limited-Resources Dental School Using an Open-Source Learning Management System. Journal of Dental Education 79:5, pages 571-583.
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