Application Of Integrated Assessment Oriented By Formative Assessment On Pediatrics’ Course Education

Objective： We combined the characteristics of popular medicaleducation to explore an integrated assessment method oriented byformative assessment, to reform the unitary summative assessmentmanifested in final-term exams, to mobilize students’ study motivation andinstruct them to learn by themselves，and to make them construct acomplete knowledge system in curriculums in accord with theircompetence under the development of modern education assessment.Meanwhile, to implement the integrated assessment may draw teachers’attention on the process of educating and adjusting teaching methods as aresult of improving their teaching competence and standard, also, being apractical basis and guideline for carrying out the integrated assessment in alarge scale.Methods: Qualitative research and quantitative research are both usedin this study. The content and indexes of integrated assessment, statisticalweight and clauses in questionnaire are decided by literature review andexperts interviews; Influence on course teaching and learning effect ofstudents which separately caused by integrated assessment and unitaryassessment are compared by randomized control trials; True feelings ofteachers and students in the process of integrated assessment and theevaluation of the method itself are known through questionnaires. Internal consistency of questions in course exams and questionnaires are tested bydescriptive statistical analysis; Influence on learning effect of indexes isanalyzed through multiple linear regressions which also test the design ofindexes content; Results of randomized controlled trials and questionnairesare comparative analyzed by T-test. To know the strength, weakness ofintegrated assessment provides worthwhile information for later study.Results: Comparing with unitary assessment, learning effect hasimproved remarkably with instruct of integrated assessment. Throughintegrated assessment, as to students, interest in study has strengthened;learning capacity has been trained and most of their bad habits have beenactively intervened. To teachers, attention about students’ learning statushas been improved and adjustments of teaching activities have been madeactively. Assessment tools promote implementation of integratedassessment, improve learning effect, and guarantee the objectivity andimpartiality of assessment. Assessment effect should be viewed objectivelyand adjustments of methods should be made actively so as to eliminatedisadvantages and promote the development of education.Conclusion: The effect of integrated assessment method oriented byformative assessment is remarkable. It is necessary to build a long-termmechanism for such diverse medical education assessments, to formulateappropriate assessment program, to pay attention to the psychology andrelations between students and teachers in the process, and to recommend athird party to monitor the implementation and assessment quality so as toguarantee the objectivity, impartiality and fairness of assessment.