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Online Instruction on Scholarly Writing and Library Research in a Physician Assistant Program
Published in Michael J. Madson, Teaching Writing in the Health Professions, 2021
Isabell C. May, Emilie M. Ludeman
Lastly, much of the research on writing instruction suggests formative feedback when developing writing assignments. The concept of formative assessment is based on Bloom’s Taxonomy for writing learning objectives, as well as on Vygotsky’s theories, similar to the scaffolding of assignments.49 (Bloom’s Taxonomy also appears in Chapters 11 and 12.) Summative assessment, formative assessment’s counterpart, tends to refer to assessment that determines whether students have achieved a certain outcome, most likely at the end of a curriculum or course. Formative assessment, on the other hand, tends to focus on the development of skills, often giving students the opportunity to revise and reorient their work. Research in K–12 education clearly demonstrates that formative assessment of writing leads to students improving their writing.50 Some of the work focused on higher education also suggests that formative feedback leads to improved student writing but also emphasizes that formative feedback needs to be balanced in pointing out strengths and weaknesses so that students will not feel discouraged as they develop as writers.51
Structuring Cooperative Learning to Promote Social and Academic Learning
Published in Gillies Robyn M., Inquiry-Based Science Education, 2020
Assessment practices are also critically important as a way of monitoring both the process of learning and the outcomes achieved. Assessments may include both formative and summative assessments. Formative assessments are designed to provide information on how students are managing the learning process so support can be provided if needed while summative assessments are designed to determine what has been achieved.
Checklists, rating scales, rubrics, and questionnaires
Published in Claudio Violato, Assessing Competence in Medicine and Other Health Professions, 2018
The scoring criteria for a rubric communicate expectations of level of performance. The scoring criteria are frequently used to delineate consistent standards for grading. Scoring criteria allow assessors and trainee alike to evaluate criteria, which can be intricate and subjective. A rubric can also provide self-assessment, reflection, and peer review. This integration of performance and feedback provides formative as well as summative assessment.
A general practice workplace-based assessment instrument: Content and construct validity
Published in Medical Teacher, 2020
Alison Fielding, Katie Mulquiney, Rosa Canalese, Amanda Tapley, Elizabeth Holliday, Jean Ball, Linda Klein, Parker Magin
Assessment of competence in medical education encompasses both summative and formative modalities (Wass et al. 2001). Summative assessment provides assurance that a medical practitioner meets requirements for safe practice (Holmboe et al. 2010). Formative assessment provides a basis for developing clinicians’ skills and attributes for competent practice and lifelong learning (Wass et al. 2001; Epstein 2007; Holmboe et al. 2010). This includes identifying areas requiring further development (Holmboe et al. 2010), and facilitating early identification of trainees not performing to expectations (Holmboe et al. 2010). Formative assessment is essential in implementation of competency-based medical education (CBME), an increasing focus for medical education programs (Holmboe et al. 2010; Iobst et al. 2010).
Improving assessment quality in professional higher education: Could external peer review of items be the answer?
Published in Cogent Medicine, 2019
Susanne Skjervold Smeby, Børge Lillebo, Vidar Gynnild, Eivind Samstad, Rune Standal, Heidi Knobel, Anne Vik, Tobias S. Slørdahl
Summative assessment in undergraduate medical education can be in-house examinations prepared by academic staff involved in teaching, or national examinations generally prepared by licensing organisations. Test items in national examinations are usually written and extensively reviewed by subject-specific test committees trained in item writing. National examinations also provide an arena for relevant stakeholders to engage in the process of assessment design, content and standards for entry into practice (Melnick, 2009). Such measures typically result in high quality assessment, but they come at a high cost (Melnick, 2009). Although the use of national licensing examinations in medicine is likely to increase, the majority of examinations are in-house (Swanson & Roberts, 2016). Therefore, developing quality assurance procedures that can be implemented for in-house settings with fewer resources is important.
A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach
Published in Medical Teacher, 2018
Yassin Karay, Stefan K. Schauber
Assessments in educational contexts can be divided into two broad categories: Summative and formative assessments. According to (Wiliam and Black 1996), summative assessments are mostly “designed to judge the extent of students’ learning of the material in a course.” The judgment in a summative assessment may have direct consequences for an individual, if, for instance, the student has passed or failed an examination. By contrast, formative assessments are often characterized as low-stake tests, with an emphasis on providing feedback to students. Usually, the aim of such feedback is to stimulate students’ learning and intrinsic motivation. Hence, the main difference between summative and formative assessment is its intended use. In this respect, Wiliam and Black (1996) emphasize that a classroom interaction (e.g. a teacher asking a question within a lecture) and a formal test (e.g. a national licensing examination) can be seen as two ends of a spectrum of formative assessment. This notion of different uses of assessment is also reflected in the educational literature, where formative assessments have been characterized as assessments for learning (Black and Wiliam 2009) while summative assessments have been referred to as assessments of learning (Schuwirth and van der Vleuten 2011). Usually, any kind of assessment is both feedback for the student and an indication of the level of mastery students have obtained.