Weak self-directed learning skills hamper performance in cumulative assessment

René A Tio, Mariken E. Stegmann, Janke Koerts, Titus W. D. P. van Os, Janke Cohen-Schotanus
2016 Medical Teacher  
Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of students' behavioral traits on their responsiveness to a cumulative assessment strategy. Method: The cumulative test results of a third-year integrated ten-week course unit were analyzed. The test was divided into
more » ... as divided into three parts delivered at 4, 8 and 10 weeks. Low starters (below median) with low or high improvement (below or above the median) were identified and compared regarding their behavioral traits (assessed with the Temperament and Character Inventory questionnaire). Results: A total of 295 students filled out the questionnaire. A percentage of 70% of the students below the median on the first two test parts improved during the final part. Students who were less responsive to improve their test results, scored low only on the TCI scale "self directedness" (t ¼ 2.49; p ¼ 0.011). Conclusion: Behavioral traits appear to influence student reactions to feedback on test results, with students with low selfdirectedness scores being particularly at risk. They can thus be identified and should receive special attention from student counselors.
doi:10.3109/0142159x.2015.1132411 pmid:26822283 fatcat:rgdyt7rbmfgtpmx4juccqx7oym