THE INFLUENCE OF PROGRESS TESTS AND BLOCK TESTS ON STUDY BEHAVIOR

In a problem-based learning system the acquisition of knowledge is ini tiated and structured by the analysis of problem tasks. Students are e xpected to state learning objectives for themselves, depending on thei r interpretation of the problem description. It is claimed that this p rocess of self responsible, intrinsically motivated learning results i n stable, firmly anchored knowledge and establishes the students' stea dy growth in the professional domain. This could be contrasted with th e short term oriented, test directed learning activities in traditiona l curricula, where students' mastery of a (sub)domain of knowledge is, to a large degree, course bounded. In the construction of assessment procedures within a problem-based curriculum special consideration has to be given to the congruence of instruments with the claims as menti oned regarding student behaviour. Progress testing is used as a means for leaving the maximum freedom of learning to students whilst still v alidly cover the content of the professional domain. Besides this cate gory of knowledge testing other tests play a more or less dominant rol e, such as testing of professional skills, and, to some degree, knowle dge testing in connection with specific courses (so called block tests ). In this study the role of progress testing in students' behaviour a nd students' perceptions are explored within the context of the Health Sciences curriculum in Maastricht. The findings support the claim tha t progress testing favors learning processes that are characterized as meaning oriented in contrast to reproduction oriented learning. Succe ss in block tests, on the other hand, is better explained by aspects o f effort and organization in studying, aspects that generally have bee n found to be interpretable in terms of achievement orientation. Still , in the perception of students, block tests are seen as more rewardin g, and progress tests are not taken to be effective means to trigger s elf-responsible, free and interest based learning, at least not within an assessment system where both progress tests and block tests are su mmatively used.