To Grade or Not to Grade (the Quiz): The Impact of Two Formative Assessment Grading Approaches on Summative Assessment Outcomes in an Integrated Pre-clinical Curriculum.

Eileen A Cowan Beth Altschafl Denise Barnes Michael R Lasarev Erik A Ranheim Elaine Pelley

Published in: Medical science educator (2024)

Our study demonstrates that there is either no meaningful effect on summative assessments or no conclusive detrimental effects when mandatory quizzes are not graded for course credit.

Keyphrases

metabolic syndrome
medical students
skeletal muscle
glycemic control