1,657
Views
21
CrossRef citations to date
0
Altmetric
Articles

Using student-generated questions for student-centred assessment

, , , , &
Pages 439-452 | Published online: 18 Mar 2011

References

  • Baerheim , A. and Meland , E. 2003 . Medical students proposing questions for their own written final examination: Evaluation of an educational project . Medical Education , 37 ( 9 ) : 734 – 8 .
  • Bartholomew , D.J. , Steele , F. , Moustaki , I. and Galbraith , J.I. 2002 . The analysis and interpretation of multivariate data for social scientists , Boca Raton , FL : Chapman & Hall .
  • Baty , P. 2006 . Class is allowed to set exam . Times Higher Education Supplement ,
  • Biggs , J.B. 2003 . Teaching for quality learning at university , Buckingham : Society for Research into Higher Education and Open University Press .
  • Bloom , B.S. 1957 . Taxonomy of educational objectives , New York : David McKay .
  • Boud , D. and Falchikov , N. 2006 . Aligning assessment with long‐term learning . Assessment & Evaluation in Higher Education , 31 : 399 – 413 .
  • Cano , F. 2005 . Consonance and dissonance in students’ learning experiences . Learning and Instruction , 15 : 201 – 23 .
  • Dyrbye , L. , Thomas , M. and Shanafelt , T. 2006 . Systematic review of depression, anxiety and other indicators of psychological distress among US and Canadian medical students . Academic Medicine , 81 : 354 – 73 .
  • Ferguson , E. 2002 . Factors associated with success in medical school: Systematic review of the literature . British Medical Journal , 324 : 952 – 7 .
  • Groves , M. 2005 . Problem‐based learning and learning approach: Is there a relationship? . Advances in Health Sciences Education , 10 : 315 – 26 .
  • Gulikers , J. , Bastiaens , T. and Kirschner , P. 2004 . A five‐dimensional framework for authentic assessment . Educational Technology Research and Development , 52 ( 3 ) : 67 – 76 .
  • Klenowski , V. , Askew , S. and Carnell , E. 2006 . Portfolios for learning, assessment and professional development in higher education . Assessment & Evaluation in Higher Education , 31 : 267 – 86 .
  • Lajoie , S.P. 2008 . Metacognition, self‐regulated learning and self‐regulation: A rose by any other name . Educational Psychology Review , 20 : 469 – 75 .
  • Moffat , K.J. , McConnachie , A. , Ross , S. and Morrison , J.M. 2004 . First year medical student stress and coping in a problem‐based learning medical curriculum . Medical Education , 38 : 482 – 91 .
  • Norman , G.R. and Schmidt , H.G. 2000 . Effectiveness of problem‐based learning curricula: Theory, practice and paper darts . Medical Education , 34 : 721 – 8 .
  • Orsmond , P. , Merry , S. and Reiling , K. 2000 . The use of student‐derived marking criteria in peer and self‐assessment . Assessment & Evaluation in Higher Education , 25 : 23 – 38 .
  • Palinscar , A. and Brown , A. 1984 . Reciprocal teaching of comprehension‐fostering and comprehension‐monitoring activities . Cognition & Instruction , 2 : 117 – 75 .
  • Papinczak , T. , Babri , A.S. , Peterson , R. , Kippers , V. and Wilkinson , D. Forthcoming . Students generating questions for their own written examination . Advances in Health Sciences Education , http://www.springerlink.com/content/c8u15wg411887v84/
  • Papinczak , T. , Young , L. , Groves , M. and Haynes , M. 2007 . An analysis of peer‐, self‐ and tutor assessment in problem‐based learning tutorials . Medical Teacher , 29 ( 5 ) : e122 – 32 .
  • Pike , R. 1996 . Limitations of using students’ self‐report of academic development as proxies for traditional achievement measures . Research in Higher Education , 37 ( 1 ) : 89 – 114 .
  • Pintrich , P.R. and De Groot , E.V. 1990 . Motivational and self‐regulated learning components of classroom academic performance . Journal of Educational Psychology , 82 : 33 – 40 .
  • Rosenshine , B. , Mesiter , C. and Chapman , S. 1996 . Teaching students to generate questions: A review of the intervention studies . Review of Educational Research , 66 ( 2 ) : 181 – 221 .
  • Savery , J.R. and Duffy , T.M. 1995 . Problem‐based learning: An instructional model and its constructivist framework . Educational Technology , 35 ( 5 ) : 31 – 8 .
  • Sluijmans , D. , Brand‐Gruwel , S. , van Merrienboer , J.J.S. and Bastiaens , T.J. 2003 . The training of peer assessment skills to promote the development of reflection skills in teacher education . Studies in Educational Evaluation , 29 ( 1 ) : 23 – 42 .
  • Stefani , L.A.J. 1998 . Assessment in partnership with learners . Assessment & Evaluation in Higher Education , 23 ( 4 ) : 339 – 50 .
  • Tait , H. , Entwistle , N.J. and McCune , V. 1998 . “ ASSIST: A reconceptualisation of the approaches to studying inventory ” . In Improving student learning: Improving students as learners , Edited by: Rust , C. Oxford : Oxford Brookes University, The Oxford Centre of Staff and Learning Development .
  • Taras , M. 2002 . Using assessment for learning and learning from assessment . Assessment & Evaluation in Higher Education , 27 : 501 – 10 .
  • van der Vleuten , C. 2000 . Validity of final examinations in undergraduate medical training . British Medical Journal , 321 : 1217 – 19 .
  • Wiggins , G. 1993 . Assessing student performance: Exploring the purpose and limits of testing , San Francisco : Jossey Bass .
  • Williams , J.B. 2006 . Assertion‐reason multiple‐choice testing as a tool for deep learning: A qualitative analysis . Assessment & Evaluation in Higher Education , 31 ( 3 ) : 287 – 301 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.