Student perspectives of assessment by TEMM model in physiology

Reem Rachel Abraham, Subramanya Upadhya, Sharmila Torke, K. Ramnarayan

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Assessment is the process by which the teacher and the student gain knowledge about student progress. Assessment systems should aim at evaluating the desired learning outcomes. In Melaka Manipal Medical College, (Manipal Campus), Manipal, India, the TEMM model (consisting of 4 assessment methods: Triple Jump Test, essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and multiple choice questions) was introduced to 30 refresher students in the fourth block of the academic year. At the end of the block, a questionnaire was distributed to ask the students to rank the different assessments in the order of their preference with respect to seven items. Analysis of the results showed that not a single type of assessment was ranked highest for all the seven items, proving the earlier observation that a single assessment does not fulfill all aspects of assessment and that there is a need for an evaluating system with multiple ways of assessment.

Original languageEnglish
Pages (from-to)94-97
Number of pages4
JournalAmerican Journal of Physiology - Advances in Physiology Education
Volume29
Issue number2
DOIs
Publication statusPublished - 01-01-2005

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All Science Journal Classification (ASJC) codes

  • Physiology

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