The main motivations and didactic possibilities of student assessment in mastering basic sciences in the medical education system
DOI:
https://doi.org/10.47390/SPR1342V5SI10Y2025N66Keywords:
medical education, assessment system, motivation, didactic principles, formative assessment, OSPE, portfolio, student-centered approach, competency-based education.Abstract
This article explores the motivational and didactic aspects of student assessment in the process of mastering fundamental sciences in the medical education system. The author emphasizes that assessment should not be seen merely as a grading tool but as an essential didactic component that enhances students’ analytical thinking, self-reflection, and professional motivation. The paper discusses innovative assessment methods formative assessment, OSPE (Objective Structured Practical Examination), portfolio-based learning, and peer assessment that contribute to improving educational quality, fostering student engagement, and ensuring fairness and transparency in evaluation.
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