title: Self-marking in written examination: a way of feedback and learning.
abstract: A new form of written examination, involving self- and teacher assessment, immediate feedback and discussion time with the course leader has been tried and evaluated at seven undergraduate courses in obstetrics and gynaecology at Umeå University, Sweden. Out of 112 students (59 women, 53 men), 101 (90%) rated this method as a better or far better learning situation than the traditional written examination. Twenty-seven (24%) students regarded the examination to be equal to, and 78 students (70%) thought it better or far better than, the conventional assessment as method to check the knowledge. According to the students, the method of self-marking increases the fairness of the examination and reduces the chances of cheating. No significant differences related to gender, age or test results were found. The examination time required of students was the same as with the traditional method, while the amount of time required of teachers was reduced.
authors.affiliation: Department of Obstetrics and Gynaecology, Umeå University, Sweden.
authors.forename: M
authors.initials: M
authors.lastname: Löfgren
authors.forename: L
authors.initials: L
authors.lastname: Lundahl
mesh_terms: D001290:Attitude; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement / Q000379:methods*; D005246:Feedback; D005260:Female; D006176:Gynecology / Q000193:education*; D006801:Humans; D008297:Male; D009774:Obstetrics / Q000193:education*; D013337:Students, Medical / Q000523:psychology; D013548:Sweden