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
DOI: https://doi.org/10.25304/rlt.v32.3097
Keywords: OSCE, assessment design, learning technologies, musculoskeletal therapy, authentic assessment

Abstract

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.

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Published
2024-04-23
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. https://doi.org/10.25304/rlt.v32.3097
Issue
Vol. 32 (2024)
Section
Original Research Articles
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