Formative Assessment in Medical Education

1
Formative Assessment in Medical Education

• Dr Lyn Jones
• Consultant Radiologist
• North Bristol NHS Trust

2
Aims and Objectives

• Aim To appreciate the power, potential and
  complexity of formative assessment
• Objectives
• To be able to list 3 positive effects of
  formative assessment
• To be able to list 3 characteristics of effective
  feedback

3
Diverse Reasons for Assessment
EXTERNAL PURPOSES TEACHING TOOL

• Audit - maintain standards
• Measurement of individual students competencies
  and abilities
• Transferable qualification.

• Establish entry behaviour
• Diagnose learning needs
• Feedback to students and teachers
• Reinforce learning
• Motivate students

FORMATIVE
SUMMATIVE
4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7
Formative Assessment

• Ritual Humiliation
• Fast track route to deepening
  understanding and concentrating the
  mind

Teaching technique
8
(No Transcript)
9
Effects of Formative Assessment

• Consolidating skills or knowledge prior to
  introducing new material
• Focussing attention on important aspects of the
  subject
• Encouraging active learning strategies
• Giving students opportunities to practice skills
  and consolidate learning
• Providing knowledge of results and corrective
  feedback
• Helping students to monitor their own progress
  and develop skills of self-evaluation
• Guiding the choice of further learning activities
• Helping students to feel a sense of
  accomplishment
•  

10
(No Transcript)
11

• Features of good feedback

• Features of bad feedback

12
Influences of assessment on the volume, focus and
quality of studying

• Sufficient assessed tasks are provided for
  students to capture sufficient study time
• The tasks are weighted to focus the students
  appropriately on the most important aspects of
  the course
• Tackling the assessed task engages students in
  productive learning activity of an appropriate
  kind
• Assessment communicates clear and high
  expectations

13
Features of good feedback

• Sufficient feedback is provided, both often
  enough and in enough detail
• The feedback focuses on students performance and
  learning rather than on the students themselves
• The feedback is timely (received by students
  while it still matters to them)
• Feedback is appropriate to the purpose of the
  assignment
• Feedback is appropriate, in relation to students
  understanding
• Feedback is received and acted on by the student

14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
Formative Assessment

• a collaborative act between staff and student
  whose primary purpose is to enhance the
  capabilities of the latter to the fullest extent
  possible
• Yorke M (2003) Formative assessment in higher
  education Moves towards theory and the
  enhancement of pedagogic practice, 45, 477-501

18
Formative Assessment

• the process requires on going action on the
  part of the teacher and students in response to
  feedback on the students performance.
• Black P (1995) Can teachers use assessment to
  improve learning? British Journal of Curriculum
  Assessment, 5, p7-11
• Gipps C (1994) Beyond testing Towards a theory
  of educational assessment. London The Falmer
  Press