Impact of continuous self-assessment on the learning of medical students


  • Manjinder Kaur Department of Physiology, Geetanjali Medical College and Hospital, Udaipur, Rajasthan
  • Harpreet Singh Department of Orthopaedics, Geetanjali Medical College and Hospital, Udaipur, Rajasthan
  • Dinesh Badyal Department of Pharmacology, Christian Medical College and Hospital, Ludhiana, Punjab



Self-directed learning, Reduced examination stress, Self-assessment, SDL


Background: During the learning process, feedback plays an important role by helping the learner in recognition of the desired goal, evidence about present position, and some understanding of a way to close the gap between the two Objective of the study was to improve learning by using continuous self-assessment as a tool among the medical students, this would inculcate the habit of self-directed and regular learning habits.

Methods: The study was conducted on 79 first year undergraduate medical students, where they were taught a topic from physiology and they were exposed to the weekly self-assessment sessions. The tests were corrected by the students themselves and thereafter discussed in the class by the teacher. These response sheets were collected and scrutinized by the teacher and feedback were given to each student. The progress record was maintained by the teacher showing the response of the students in terms of attendance and performance. The average scores of these students (study group) were compared with the scores of the previous batch (control group. The focused group discussion was also carried out among the study group and responses were recorded.

Results: A significant (p<0.05) improvement was observed in the score of the students during the  continuous self-assessment  sessions along with an increase of 46% marks in the students undergoing  this program as compared to the senior batch who were not exposed to continuous self-assessment tool. The focused group discussions on the perception of the self-assessment session yielded a satisfactory response among the study group, which documented the stress levels and better performance during semester.

Conclusions: This study provided an early feedback to the learners resulting in continuous improvement by identifying their strengths, weaknesses, the learning gaps and making them self-directed learners.


Carless D. Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International. 2007;44(1):57-66.

Sendzuik P. Sink or Swim?: Improving student learning through feedback and self – assessment. Int. J. of teaching and learning in higher education. 2010;22(3):320-30.

The Plan, Do, Study, Act (PDSA) cycle. The W. Edward Deming Institute [US]. Retrieved on January 5, 2015 from theman/ theories/ pdsacycle.

Black P, William D. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan. 1998;80(2):139-44.

Pipan, Kern K, Sokovic M. "Encouragement of Continuous Improvement, Open Innovative Organizational Culture and Self-Assessment as the Basis for Quality and Business Excellence." 6th International Working Conference ‟Total Quality Management-Advanced And Intelligent Approaches‟, With Second Special Conference‟; Manufuture in Serbia. 2011.

Canada. The literacy and numeracy secretariat Capacity building series. Student Self -assessment. Ministry of Education, 2007, retrieved on January 10, 2015 from eng/ literacynumeracy/ inspire/ research/ studentselfassessment. pdf.

Rolheiser C, Bower B, and Stevahn L. The portfolio organizer: Succeeding with portfolios in your classroom. Alexandra, VA: American Society for Curriculum Development, 2000

Rolheiser C, Ross JA. Student self-evaluation – What do we know? Orbit. 2000;30(4):33-6.




How to Cite

Kaur, M., Singh, H., & Badyal, D. (2017). Impact of continuous self-assessment on the learning of medical students. International Journal of Research in Medical Sciences, 4(7), 2665–2669.



Original Research Articles