FORMATIVE ASSESSMENT OF EDUCATIONAL ACHIEVEMENTS OF MEDICAL UNIVERSITY STUDENTS USING AUTOMATED AND CLOUD SYSTEMS

Abstract

This paper explores a novel method for evaluating students’ academic performances, emphasizing the technique of peer assessment of thematic reports within medical and biological physics courses at Ivano-Frankivsk National Medical University. Significant emphasis is placed on the adoption of contemporary automated platforms, especially Microsoft Forms, which are instrumental in enhancing the transparency and effectiveness of the evaluation process. This approach is characterized by the active participation of students in the evaluation process. They not only assess their peers’ work but are also engaged in self-reflection on their own academic accomplishments. The evaluation includes various elements, including the presentation’s structure (introduction, logical transitions, and conclusion), content, and the style of presentation (including aspects like posture, voice, and gestures), as well as the use of visual aids. This approach enables students to be engaged in a thorough critical analysis of the content presented and develop an unbiased perspective on the report’s quality. The paper highlights the necessity of maintaining a balance between the perspectives of students and the professional evaluations of teachers. It underlines the crucial role of the teacher’s expert assessment in maintaining the objectivity and integrity of the educational process, despite the valuable input from students. While recognizing student feedback is crucial for encouraging their critical thinking, motivation, and self-reliance, the article also stresses the importance of maintaining emphasis on peer review for a well-rounded educational experience. The conducted pedagogical experiment demonstrates that a complex assessment approach, covering self-evaluation, peer evaluation, and teacher evaluation, aids in developing a comprehensive understanding of the educational content. However, it’s important to acknowledge that these methods, despite their significance, don’t completely eliminate subjectivity in the assessment process. Thus, finding an appropriate balance between different factors of assessment is essential, particularly between the factual content of the educational activities and the socio-cultural communicative skills. The paper underlines the necessity for ongoing research to enhance this evaluative methodology. Specifically, it calls for the development of holistic assessment strategies that can guarantee the objectivity, efficacy, and thoroughness of the educational process.