Students’ Performance on their first Histology and Embriology Test, and its relationship with the Second One: A selfulfilled Profecy

JENSEN, CLAUDIO; REVILLA, MAXIMILIANO; LOMBARDO, DANIEL

INTERNATIONAL JOURNAL OF MORPHOLOGY

Universidad Nacional de la Frontera

Lugar: Ciudad de Temuco. Chile; Año: 2008 vol. 26 p. 779 - 780

0717-9367

<!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-1610611985 1107304683 0 0 159 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";} p.MsoBodyText, li.MsoBodyText, div.MsoBodyText {mso-style-unhide:no; mso-style-link:"Texto independiente Car"; margin:0cm; margin-bottom:.0001pt; text-align:justify; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman"; text-transform:uppercase; mso-ansi-language:ES-MX;} p.MsoBodyText2, li.MsoBodyText2, div.MsoBodyText2 {mso-style-unhide:no; mso-style-link:"Texto independiente 2 Car"; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman"; color:blue; mso-ansi-language:EN-US;} span.TextoindependienteCar {mso-style-name:"Texto independiente Car"; mso-style-unhide:no; mso-style-locked:yes; mso-style-link:"Texto independiente"; mso-ansi-font-size:12.0pt; mso-bidi-font-size:12.0pt; text-transform:uppercase; mso-ansi-language:ES-MX;} span.Textoindependiente2Car {mso-style-name:"Texto independiente 2 Car"; mso-style-unhide:no; mso-style-locked:yes; mso-style-link:"Texto independiente 2"; mso-ansi-font-size:12.0pt; mso-bidi-font-size:12.0pt; color:blue; mso-ansi-language:EN-US;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:10.0pt; mso-ansi-font-size:10.0pt; mso-bidi-font-size:10.0pt;} @page WordSection1 {size:612.0pt 792.0pt; margin:70.85pt 3.0cm 70.85pt 3.0cm; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> The overall aim of this research was to gather information related to mid-term test results for students attending the Histology and Embryology class (Veterinary School, University of Buenos Aires), to allow us to reflect critically on the information gathered and then to guide and further improve both teaching and learning based on the evaluation practices, understanding these as practices with a holistic and formative intention. For that matter, test results of the 600 students attending the Histology and Embryology class in the first term 2007 were analyzed statistically. The formal evaluation process of the above mentioned course consists of two tests –the first one involving basic contents, such as cell and tissue biology, and the second one encompassing applied contents, such as organs and body systems. Each test is further divided into a theory test (written) and a practical test (oral). In the present work, the data analyzed originates from the formal written test. The data gathered show that, out of the student segment that passes the first test, 64.77% passes the second one, whereas from the segment of those who fail the first test, 50.2% do not pass the second one and 37.83% are no-shows. These data, among others, show an inextricable link between the variables ‘pass’ and ‘not pass’ in both student segments, them being of greater pedagogical importance for the segment of students who do not pass the first test. Although from a cognitive perspective, the failure to acquire previous knowledge, and more so if the knowledge and understanding are expected to be applied in the next instance of evaluation, presupposes an association between the scores of both tests, it nevertheless fueled a quest for new teaching, learning, and assessment strategies that would modify this self-fulfilled prophecy.