title: Students generating questions for their own written examinations.
abstract: Assessment partnerships between staff and students are considered a vital component of the student-centred educational process. To enhance the development of this partnership in a problem-based learning curriculum, all first-year students were involved in generating a bank of formative assessment questions with answers, some of which were included in their final written examination. Important principles to guide development of a sound methodology for such an assessment partnership have been described. These include organisational issues as well as matters pertaining to participation, education and motivation of students and teaching staff.
authors.affiliation: School of Medicine, The University of Queensland, Brisbane, Australia. t.papinczak@uq.edu.au
authors.forename: Tracey
authors.initials: T
authors.lastname: Papinczak
authors.forename: Awais Saleem
authors.initials: AS
authors.lastname: Babri
authors.forename: Ray
authors.initials: R
authors.lastname: Peterson
authors.forename: Vaughan
authors.initials: V
authors.lastname: Kippers
authors.forename: David
authors.initials: D
authors.lastname: Wilkinson
mesh_terms: D000328:Adult; D003299:Cooperative Behavior; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation; D013337:Students, Medical / Q000523:psychology; D013663:Teaching / Q000379:methods*; D055815:Young Adult