Improving marking effectiveness and feedback provision in an OSCE assessment using Microsoft Forms: A pilot study in Sport and Exercise Therapy

  • Kassie A. Cigliana Education Office, Solent University, Southampton, UK
  • Tom Gray Department of Sport and Health, Solent University, Southampton, UK
  • George Gower Department of Sport and Health, Solent University, Southampton, UK
Keywords: OSCE, assessment design, learning technologies, musculoskeletal therapy, authentic assessment


An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form’s ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.


Download data is not yet available.


Ashby, S. E. et al. (2016). Factors shaping e-feedback utilization following electronic objective structured clinical examinations. Nursing and Health Sciences, 18(3), 362–369.

Bennett, S. et al. (2017). How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology, 48(2), 672–682.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Cham, K. M., & Cochrane, A. L. (2020). A digital resource to assess clinical competency. The Clinical Teacher, 17(2), 153–158.

Daniels, V. J. et al. (2019). Impact of tablet-scoring and immediate score sheet review on validity and educational impact in an internal medicine residency Objective Structured Clinical Exam (OSCE). Medical Teacher, 41(9), 1039–1044.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), 475–487.

Greener, S., & Wakefield, C. (2015). Developing confidence in the use of digital tools in teaching. The Electronic Journal of E-Learning Volume, 13(4), 260–267.

Harden, R. M. et al. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal, 1(5955), 447–451.

Harrison, C. J. et al. (2015). How we give personalised audio feedback after summative OSCEs. Medical Teacher, 37(4), 323–326.

Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology; TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48–59. Retrieved from

Judd, T. et al. (2017). If at first you don’t succeed… adoption of iPad marking for high-stakes assessments. Perspectives on Medical Education, 6(5), 356–361.

Kristina, S. A., & Wijoyo, Y. (2018). Assessment of pharmacy students’ clinical skills using objective structured clinical examination (OSCE): A literature review. Systematic Reviews in Pharmacy, 10(1), 55–60.

Luimes, J. D., & Labrecque, M. E. (2018). Implementation of electronic objective structured clinical examination evaluation in a nurse practitioner program. The Journal of Nursing Education, 57(8), 502–505.

Meskell, P. et al. (2015). Back to the future: An online OSCE Management Information System for nursing OSCEs. Nurse Education Today, 35(11), 1091–1096.

Microsoft. (2021). Forms [computer software]. Redmond.

Moodle. (2020). Assignment activity. Retrieved from

Rushforth, H. E. (2007). Objective structured clinical examination (OSCE): Review of literature and implications for nursing education. Nurse Education Today, 27(5), 481–490.

Sambell, K., Brown, S., & Race, P. (2019). Assessment as a locus for engagement: Priorities and practicalities. Italian Journal of Educational Research, (Special Issue), 45–62.

Snodgrass, S. J. et al. (2014). Implementation of an electronic objective structured clinical exam for assessing practical skills in pre-professional physiotherapy and occupational therapy prograMicrosoft: Examiner and course coordinator perspectives. Australasian Journal of Educational Technology, 30(2), 152–166.

Swift, M., Spake, E., & Kohia, M. (2016). Examiner fatigue and ability to concentrate in objective structured clinical examinations for physical therapist students. Journal of Allied Health, 45(1), 62–70.

Van Der Vleuten, C. P. M. (1996). The assessment of professional competence: Developments, research and practical implications. Advances in Health Sciences Education, 1(1), 41–67.

Wardman, M. J., Yorke, V. C., & Hallam, J. L. (2018). Evaluation of a multi-methods approach to the collection and dissemination of feedback on OSCE performance in dental education. European Journal of Dental Education, 22(2), e203–e211.
How to Cite
Cigliana K. A., Gray T., & Gower G. (2024). Improving marking effectiveness and feedback provision in an OSCE assessment using Microsoft Forms: A pilot study in Sport and Exercise Therapy. Research in Learning Technology, 32.
Original Research Articles