A study on medical students' willingness to participate in academic assessment and its influencing factors under the “New Medical Science” initiative
TL;DR
The results show that subjective norms, self-efficacy, and assessment literacy are significantly and positively associated with students' willingness to participate in assessment and a resource-gain spiral mechanism is suggested.
Abstract
Under the “New Medical Science” initiative, the educational assessment system in medical colleges and universities is facing structural issues, such as an overemphasis on quantifiable indicators that neglects students' learning processes and outcomes, and a lack of in-depth evaluation of innovative capabilities and interdisciplinary comprehensive application skills. Enhancing students' initiative and literacy in participating in assessment, and promoting the diversification and scientific design of assessment mechanisms, have become core demands for adapting to educational assessment reform in the new era. Integrating the Theory of Planned Behavior and Self-efficacy Theory, this paper explores the relationships and interaction mechanisms among subjective norms, self-efficacy, assessment literacy, and willingness to participate in assessment. Using a stratified random sample of 248 second- to fourth-year medical students from Kangda College, Nanjing Medical University, the study employs correlation analysis, regression analysis, and mediation testing. The results show that subjective norms, self-efficacy, and assessment literacy are significantly and positively associated with students' willingness to participate in assessment. Furthermore, assessment literacy plays a partial mediating role in the impact paths of subjective norms and self-efficacy on assessment willingness. Notably, the mediating effect is slightly stronger in the self-efficacy pathway than in the subjective norms pathway, suggesting a resource-gain spiral mechanism. Targeted recommendations are proposed accordingly: focusing on assessment literacy to strengthen the cultivation of students' assessment capabilities; expanding students' opportunities for assessment participation based on accumulated experience; clarifying responsibilities to create a conducive ecosystem for academic assessment; and optimizing the construction of the academic assessment system by leveraging the effectiveness of assessment practices.