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

Abstract

Dental students in third (n=35) and fifth year (n=50) at Adelaide and Trinity College Dental Schools were surveyed to assess their experience of assessment and to identify their perceptions of important aspects of assessment. Students reported on their assessment experience within their programs by describing a critical assessment incident and also rated various assessment purposes and characteristics according to their perceived importance, using a 5-point Likert scale. 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 noted commonly. The two most frequently raised issues related to marking, ie lack of congruency in perception of performance between students and staff; and feedback, ie lack of sufficient feedback. There were no significant differences between years or schools in student ratings of the importance of assessment purposes. Overall, the students felt that the provision of feedback and motivation were most important (>80%). Patient-based scenarios were rated as the most important method for judging students’ abilities (>90%), whilst group-work tasks was rated as being of little importance. Overall, students felt that having clear requirements and feedback were the most important characteristics for positive assessment outcomes. Students' ratings of importance for assessment purposes, methods and characteristics are closely matched with good assessment practice. However, analysis of their experiences indicate the need for review of assessment in both schools, particularly related to student-staff expectations of performance levels and provision of feedback.