Document Details

Document Type : Thesis 
Document Title :
Comparative Evaluation of Weighted Mean and Composite Score for Combining Dental Undergraduate Assessment Components
التقييم المقارن لطريقة المتوسط الموزون والدرجة المركبة للجمع بين مكونات التقييم المختلفة لمناهج البكالوريوس لطب اصحاح الأسنان
 
Subject : Faculty of Medicine 
Document Language : Arabic 
Abstract : Introduction: Formative and summative assessments generally involve multiple assessment components that need to be combined to provide a final score for a particular course. Combining scores using the weighted mean approach does not take into account the validity and reliability of individual assessment scores. A different method that can provide more reproducible outcomes is the composite score approach. Objective: To compare the weighted mean (WM) method and the composite score (CS) approach for the Operative Dentistry Undergraduate Courses at King Abdulaziz University Faculty of Dentistry (KAUFD) and to examine the predictive utility of these methods with students’ cumulative grade point average (GPA) data. Methods: Data from two cohorts were utilized and performance of the students in three Operative Dentistry courses were used as basis to compare the two score-combining methods. WM score were calculated by multiplying the score of each of the assessment components by its weight followed by summing these values. Reliability of each component was also be calculated. For the CS approach, following the Kane and Case method, scores were converted using z-transformation to obtain a standardized measure, with mean and standard deviation fixed to 0 and 1, respectively. After adding these scores together, mean composite and standard deviations were calculated, taking into account the reliability and associations between each assessment score. Comparing the means of WM and CS approaches was done using t-tests and Person’s correlation testing. In addition, changes in each student’s rank across WM and CS were determined to evaluate the differences of outcomes per approach. Results: Combining score using CS produced lower scores and higher percentage failure of students in all 6 courses when compared to WM. Students ranks were also changed markedly when CS was used with only 15% of the cohorts retained their ranks. CS produced a composite that is highly reliable and correlated with WM but still being different. Conclusion: CS produced more reliable scores for all 6 courses considered for this project with moderate correlation with WM. Students’ ranks and percentage failures were markedly shifted when CS was considered. GPA scores were correlated with WM and CS without being able to predict graduation GPA. Additional validity studies must be considered to examine the consequences of composite measures for other dental courses. 
Supervisor : Dr. Amal Linjawi, Ph.D 
Thesis Type : Master Thesis 
Publishing Year : 1441 AH
2019 AD 
Added Date : Tuesday, November 12, 2019 

Researchers

Researcher Name (Arabic)Researcher Name (English)Researcher TypeDr GradeEmail
هاني محمد نصارNassar, Hani MohammedResearcherMaster 

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