ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Mirzaei   A.R. (1)
Kawarizadeh   F. (1)
Lohrabian   V. (*)
Yegane   Z. (1)






(*) Medical Physics Department, Medicine Faculty, Ilam University of Medical Sciences, Ilam, Iran
(1) Medical Education Development Center, Medical Education Development Center, Ilam University of Medical Sciences, Ilam, Iran
(1) Medical Education Development Center, Medical Education Development Center, Ilam University of Medical Sciences, Ilam, Iran
(1) Medical Education Development Center, Medical Education Development Center, Ilam University of Medical Sciences, Ilam, Iran

Correspondence

Address: Medical Education Development Center, Educational Deputy of Ilam University of Medical Sciences, Banganjab, Pajohesh Blvd., Ilam, Iran. Postal Code: 69391-77143.
Phone: +98843223083
Fax: +98843223083
vahidlohrabian@yahoo.com

Article History

Received:   January  10, 2015
Accepted:   June 2, 2015
ePublished:   June 6, 2015

ABSTRACT

Aims Academic achievement exams have long played an important role in education and so have been always judged, reviewed and restudied. The aim of this study was to investigate the use of different types of academic achievement exams (evaluation methods) by faculty of Ilam University of Medical Sciences.
Instrument & Methods In this descriptive and cross-sectional study, faculty members of Ilam University of Medical Sciences in the second semester of 2013-14 academic year (N=90) were studied by total counting. Data were gathered by a researcher made questionnaire by 29 questions that was assessing the application level of educational progress evaluation methods by faculty members. For data analysis, SPSS 16 software was used and descriptive and inferential statistics (Student T test and one-way ANOVA) were performed.
Findings 76 of participants (93.8%) placed a greater emphasis on the final exam. The most widely used methods for students' progress evaluation was multiple-choice questions (93.8%; n=76), and low used assessment method was 360 degree evaluation (4.9%; n=4). Comparing of mean scores of participants based on gender and academic degree, were not showed a significant differences, but comparison of the mean scores of participants based on faculty showed a significant difference (p<0.05).
Conclusion With respect to faculty member's emphasis on use and application of the final evaluation results and preferably less effort and common procedures, as well as less variety of evaluation methods of students' progress, paying attention to the new methods of educational achievement evaluation and implementation training courses for teachers is essential.


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