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Objective: To assess the perception of students regarding the usefulness of formative assessments.
Study Design: Cross-sectional descriptive study.
Place and Duration of Study: Islamic International Medical College, from January to June 2015.
Materials and Methods: A structured questionnaire was distributed to 150 medical students. Response rate
was 90%. There were six questions regarding the scheduling, strategy and components of formative
assessment while four questions were regarding the effectiveness of formative assessment in learning.
Results: It was found out that majority of the students (60%) were satisfied with placement of formative
assessments in each module while 76.3% agreed that assessment were arranged regularly, though 22%
disagreed with assessment plan. About 64 % students agreed that it facilitates learning process and motivates
students to learn more. On the other hand only 20% students disagreed with its role in learning. Feedback and
remedial were relatively weaker as only 33 % students thought that feedback was effective and timely while
most of students disagreed but were satisfied with remedial offered by each discipline.
Conclusion: The medical students consider formative assessment an important tool to enhance their learning
process. More efforts are required to enhance the usefulness of formative assessments by improving the
quality of feedback and the remedial offered for improvement.
Komel Zulfiqar, Shabana Ali, Amena Rahim. (2017) Students' Perception of Formative Assessment at IIMC, Journal of Islamic International Medical College, Volume-12, Issue-1.
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