<abstract xmlns="http://www.w3.org/1999/xhtml"><sec id="j_fco-2018-0004_s_006_w2aab3b7b2b1b6b1aab1c18b1Aa"><h3>Background</h3><p>Can learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student self-assessment overestimation; informing formative feedback and summative examinations?</p></sec><sec id="j_fco-2018-0004_s_007_w2aab3b7b2b1b6b1aab1c18b2Aa"><h3>Methods</h3><p>Based on the ESMO / ASCO global curriculum, 66 level-two learning outcomes were identified and transformed in the <italic>iCAN!-Oncology</italic> and <italic>theyCAN!-Oncology</italic> questionnaires, anonymously completed online, before and after teaching, by trainees and trainers respectively, in a five-day fulltime undergraduate oncology course.</p></sec><sec id="j_fco-2018-0004_s_008_w2aab3b7b2b1b6b1aab1c18b3Aa"><h3>Results</h3><p>In total, students assessed themselves (<italic>iCAN!</italic>) with 55% before and 70% after the course (27% improvement); teachers assessed students (<italic>theyCAN!</italic>) with 43% before and 69% after (60% improvement). Twenty level-two learning outcomes (30%) were scored below the pass / fail cut-point by students while 46 (70%) by teachers, before the course; none after the course. Students assessed themselves the highest in “TNM system” before (81%) and after (82%), while the teachers assessed students so in “Normal cell biology” before (72%) and “Moral / ethical issues in clinical research” after (83%). The lowest assessed outcome was the “Research protocol” by students (28%) and teachers (18%) before, and the “Anticancer agents” after (54% by both). Individual students self-assessed themselves from 31% to 88% before, and from 54% to 88% after; individual teachers assessed students from 29% to 66% before, and from 55% to 94% after. The <italic>iCAN! / theyCAN!</italic> provided detailed individual student or teacher profile, tightfisted or generous.</p></sec><sec id="j_fco-2018-0004_s_009_w2aab3b7b2b1b6b1aab1c18b4Aa"><h3>Conclusions</h3><p>The <italic>iCAN!</italic> / <italic>theyCAN!</italic> differentiate strong and weak learning outcomes, learners, teachers; reveal no student self-assessment overestimation; inform formative feedback and summative exams at a metacognitive level; generalize to any course and assessor; support evidence-based teaching and learning SWOT policy.</p></sec></abstract>

BackgroundCan learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student self-assessment overestimation; informing formative feedback and summative examinations?MethodsBased on the ESMO / ASCO global curriculum, 66 level-two learning outcomes were identified and transformed in the iCAN!-Oncology and theyCAN!-Oncology questionnaires, anonymously completed online, before and after teaching, by trainees and trainers respectively, in a five-day fulltime undergraduate oncology course.ResultsIn total, students assessed themselves (iCAN!) with 55% before and 70% after the course (27% improvement); teachers assessed students (theyCAN!) with 43% before and 69% after (60% improvement). Twenty level-two learning outcomes (30%) were scored below the pass / fail cut-point by students while 46 (70%) by teachers, before the course; none after the course. Students assessed themselves the highest in “TNM system” before (81%) and after (82%), while the teachers assessed students so in “Normal cell biology” before (72%) and “Moral / ethical issues in clinical research” after (83%). The lowest assessed outcome was the “Research protocol” by students (28%) and teachers (18%) before, and the “Anticancer agents” after (54% by both). Individual students self-assessed themselves from 31% to 88% before, and from 54% to 88% after; individual teachers assessed students from 29% to 66% before, and from 55% to 94% after. The iCAN! / theyCAN! provided detailed individual student or teacher profile, tightfisted or generous.ConclusionsThe iCAN! / theyCAN! differentiate strong and weak learning outcomes, learners, teachers; reveal no student self-assessment overestimation; inform formative feedback and summative exams at a metacognitive level; generalize to any course and assessor; support evidence-based teaching and learning SWOT policy.

The outcome-based <italic>iCAN!</italic> / <italic>theyCAN!</italic> feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

Forum of Clinical Oncology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The outcome-based  /  feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

BackgroundCan learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student...

The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

Article Category: Research Article

Online veröffentlicht: 12. Juli 2019

Seitenbereich: 17 - 29

Eingereicht: 16. Dez. 2017

Akzeptiert: 07. Feb. 2019

DOI: https://doi.org/10.2478/fco-2018-0004

Schlüsselwörter
iCAN!, theyCAN!, outcome / competency based education, formative / summative assessment / feedback / examination, metacognition, teaching, learning, oncology, Greece

© 2018 Ioannis D K Dimoliatis, Ioannis Zerdes, Athanasia Zampeta, Zoi Tziortzioti, Evangelos Briasoulis, Ioannis Souglakos, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Figure 1

Figure 2

Figure 3

Learning outcome mean score of students’ self-assessment and teachers’ student-assessment before and after meeting †

Distribution, n (%), in the interpretation zones of all 66 (100%) L2LO mean scores.†

The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

Article Category: Research Article

Online veröffentlicht: 12. Juli 2019

Seitenbereich: 17 - 29

Eingereicht: 16. Dez. 2017

Akzeptiert: 07. Feb. 2019

DOI: https://doi.org/10.2478/fco-2018-0004

SchlüsselwörteriCAN!, theyCAN!, outcome / competency based education, formative / summative assessment / feedback / examination, metacognition, teaching, learning, oncology, Greece

© 2018 Ioannis D K Dimoliatis, Ioannis Zerdes, Athanasia Zampeta, Zoi Tziortzioti, Evangelos Briasoulis, Ioannis Souglakos, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Figure 1

Figure 2

Figure 3

Learning outcome mean score of students’ self-assessment and teachers’ student-assessment before and after meeting †

Distribution, n (%), in the interpretation zones of all 66 (100%) L2LO mean scores.†

Schlüsselwörter
iCAN!, theyCAN!, outcome / competency based education, formative / summative assessment / feedback / examination, metacognition, teaching, learning, oncology, Greece