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Abstract

Purpose: To validate the Students’ Conceptions of Assessment (SCoA) instrument for the medical education context as a tool to examine Indonesian medical students’ conceptions of assessment in general before its implementation.

Method: A cross-sectional study was conducted to validate the translated SCoA instrument. The original 45-item instrument was translated to Indonesian with some modifications. The study was conducted on a total of 308 preclinical and clinical participants in two public medical schools: Universitas Indonesia and Universitas Udayana.

Results: The samples were found to be suitable for exploratory factor analysis, as indicated by a high Kaiser–Meyer–Olkin value (0.949) and a significant Bartlett’s test of sphericity (χ²(df) = 990, p < 0.001). Principal component analysis was then used to extract five factors. All items had significant correlations with at least one other item, as indicated by an inter-item correlation analysis coefficient of more than 0.30. Double loadings were also observed for several questions.

Conclusion: Four factors were extracted: assessment for performance improvement, irrelevance as a negative impact of assessment, predictive and external use of assessment, and impact of assessment on learning environment. These factors are consistent with the original components of the SCoA. Therefore, the SCoA is valid for the medical education context.

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