Toggle Main Menu Toggle Search

Open Access padlockePrints

Learning outcome-based feedback on multiple choice examinations helps students identify areas of weakness

Lookup NU author(s): Professor David Kennedy


Full text for this publication is not currently held within this repository. Alternative links are provided below where available.


Background: Provision of meaningful feedback following examinations is a challenge. Feedback on multiple choice examination papers consisted of results (percentage score and grade) and a breakdown of scores by theme. A method of feedback that directly links questions in the exam to specific learning on the course was desired to assist students in identifying their developmental needs.Summary of Work: On average, each teaching session in Phase I MBBS has 4 associated leaning outcomes. Each exam question was tagged with the specific learning outcome it was assessing. Learning outcomes associated with the questions answered incorrectly were fed back to students within an individualised feedback sheet.Summary of Results: An evaluation of the learning outcome-based feedback was conducted following the first diet of examinations in Stage 1. Of the 149 students responding to the questionnaire, 109 (73%) agreed or strongly agreed that feeding back learning outcomes of questions answered incorrectly helped them to identify areas of relative weakness. Only 15 (10%) students stated that they did not find this form of feedback helpful.Discussion and Conclusions: Learning outcome feedback is not intended to replace other forms of feedback, or be the only solution. However, our students find that being fed back learning outcomes associated with the questions they answered incorrectly helpful to them in identifying areas of relative weakness. To improve this system yet further we are aiming to create a direct link between the outcomes fed back and the relevant teaching resources via the student’s virtual learning environment.Take-home messages: Feedback that specifically links assessment questions to taught content is useful in guiding student learning.

Publication metadata

Author(s): Kennedy D

Publication type: Conference Proceedings (inc. Abstract)

Publication status: Published

Conference Name: The Association for Medical Education in Europe AMEE 2014

Year of Conference: 2014

Pages: 297-297

Acceptance date: 01/01/1900

Publisher: Association for Medical Education in Europe (AMEE)