An Observational Study on Differences in Academic Achievement and Psychological and Emotional States between Criterion-Referenced and Norm-Referenced Evaluations at a Medical School

This study explored the differences in academic achievement and psychological/emotional well-being between criterion-referenced evaluation (CRE) and norm-referenced evaluation (NRE) at a medical school. The objective was to address concerns about declining academic performance and to propose evaluation methods that promote a more supportive learning environment for students. In total, 90 first-year medical students who completed the basic medical curriculum in 2022 and 2023 were surveyed and analyzed. The sample consisted of 45 students assessed by NRE in 2022 and 45 students assessed by CRE in 2023. Academic performance was measured using school grades in basic medical subjects and scores from the Basic Medical Education Evaluation. Psychological and emotional well-being were assessed through scales measuring academic burnout, academic motivation, coping efficacy, anxiety, depression, and quality of life. The results indicated that students assessed by CRE achieved significantly higher academic scores in certain subjects than those assessed by NRE. Additionally, the CRE group exhibited more positive psychological and emotional states, including lower levels of academic burnout, anxiety, and depression. These findings suggest that CRE may have a beneficial impact on students’ emotional well-being and overall academic experience. The study concludes that CRE plays a critical role in improving both academic performance and emotional health among medical students, and that transitioning to CRE may alleviate concerns about declining grades while promoting a more supportive learning environment.