A new method of “student-centered formative assessment” and improving students' performance: An effort in the health promotion of community
Open accessAbstract
BACKGROUND: Improving the learning process in education will empower medical students, and also formative assessment helps improve the teaching–learning process by providing ongoing reflective information about learning gaps. OBJECTIVE: The aim of this study was to explore the effect of student-centered formative assessment by weekly reflective self-correction quizzes on medical laboratory students' performance on the final examination of hematology course in 2018. MATERIALS AND METHODS: A semi-experimental study was conducted on fifty students divided randomly into intervention ( n = 25) and control groups ( n = 25) using convenience sampling in 2018 from Torbat Heydariyeh University of Medical Sciences, Iran. Data analysis was performed using SPSS software version 16, two-sample t -test, Chi-square test, and analysis of covariance. RESULTS: The intervention had positive effects on students' mean test scores in hematology II so that the intervention and control groups managed to obtain 18.45 ± 1.46 and 14.57 ± 2.64, respectively ( P < 0.01). CONCLUSIONS: The results suggested that weekly formative assessments along with reflective self-correction activity and active participation of students in the learning process by designing questions could improve student learning.
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Self-assessment supports the development of clinical skills, accountability, and a well-grounded understanding of professional standards.
“By encouraging learners to evaluate their own progress and reflect critically on their performance, self-assessment supports the development of clinical skills, accountability, and a well-grounded understanding of professional standardsskills essential for success in medical education and practice [123,126].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [126]
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- Authors
- Shahedi, F., Ahmadi, J., Sharifi, T., Seyedhasani, S. N., Abdollahi, M., Shaabani, N., & Sarmadi, M.
- Affiliations
- Torbat Heydarieh University of Medical Sciences (IR)
- Department of Health Care Management, School of Health, Tehran University of Medical Sciences, Tehran, Iran
- Corresponding author
- Sarmadi, Mohammad
- ORCID
- Shahedi, Fateme
- Venue
- Journal of Education and Health Promotion
- Published
- 2020-01
- Volume
- 9
- Pages
- 136-136
- ISSN
- 2277-9531 (ISSN-L)
- 2319-6440
- PMC
- PMC7377129
- OpenAlex
- W3040129419
- Cited by
- 5
- References
- 18
- Citations by year
- 2025: 2 · 2022: 2 · 2021: 1
- FWCI
- 1.14
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of Education and Health Promotion (publishedVersion, cc-by-nc-nd)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Keywords
- medical laboratory students, hematology education, student performance, active learning, medical education
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