Formative AssessmentApplications & Pitfalls

OutlineGeneral IdeasApplicationBenefit & LimitationPitfalls

DefinitionFormative Assessment…

is concerned with how judgments about the quality of student responses (performances, pieces of works) can be used to shape and improve the student’s competence by short-circuiting the randomness and inefficiency or trial-and-error learning.

General IdeasFormative = forming, moldingFeedback is a key element in formative

assessmentFeedback is information about the gap

between the actual level and the reference level of a system parameter,

which is used to alter the gap in some way

Feedback VS self-monitoring

General IdeasFeedback from assessment can

motivate students and redirect their learning towards areas of deficiency,

help teachers improve their coursework and instructional methods.

General IdeasSummative = mandatory, formal and

given at the end of a prescribed period of instruction

Summative = extrinsic rewardsFormative = intrinsic rewardsSummative = How did I do? Formative = How am I doing?

ApplicationFA includes both feedback and self-

monitoringFeedback => self-monitoringAn assessment that ‘does not count’ is

more likely to achieve this aim than one that carries penalty

FA is not limited by the nature of the test or instrument, since any test can serve as formative function

ApplicationFA instrument should be identical to, or

closely resemble, the summative instrument

FA should broadly sample the understanding, knowledge, and skills that will be tested at summative assessment

The required performance standards should be made clear and be readily available to students

ApplicationFA should not be compulsoryFA opportunities should be provided as

frequently as appropriateFA environment should be open,

supportive, and non-judgmentalFeedback should be as complete and

as rapid as possible

ApplicationWhere appropriate involve student

discussion with their peers and teachers

Remediation should be available for students once deficiencies have been defined

ApplicationPrevious summative exam provided on

the web as formative assessment, with model answer available

FA : formal & informal Informal FA ~ no written record of the

information gatheredFA : planned & unplanned (incidental)

Unplanned FA arose from student’s response

ApplicationPlan for the planned and then prepare for

the unplanned FAActivities used:

Journal, Qnaire, Student feedback form Port folio, conference Classroom observation, observe

communicative activities & group discussion

Test Peer & self assessment

Application FA in Newcastle Med Sch Case Hx:

Written instrument; understanding and knowledge of basic and clinical science “Test & Teach” questions [FA?] Pool of formative items => fail More formal FA: MEQ, SA, OSCE [non-

compulsory but 92% participation] Access to previous papers in library for

the next 3 yrs

Application FA in Newcastle Med Sch Case Hx:

Group function; clinical reasoning and SDL Checklist FA same as summative VIVA

Interactional and counseling skill 8 videotapes of role plays

Benefits of FAAssist student to evaluate their

knowledge and understandingAssist student to practise their skills

and consolidate their learningAssist student to define the expectation

of their teachers, and the level of competences required

Assist students to identify individual strengths and weakness without incurring academic penalty

Benefits of FAProvide opportunities for rapid

feedback and action to remedy students deficiencies

Assist teachers to evaluate and modify their coursework and teaching

Assist teacher to recognize student progress and achievement

Encourage interaction between staff and students

FA help lower achiever student

LimitationDemands on staffDemand constructive feedbacking skillGot less attentionMisunderstanding: time-wasting and

inefficiency

PitfallsGrade & test score are sufficient forms

of feedback Not enough

Teacher should emphasize the summative measures process of learning also

Teacher is the key person It’s a collaborative process

PitfallsTeacher tend to overemphasize giving

mark and underemphasize giving advice

No score, no participation Not true

Too judgmental, too threateningToo much memorizingcontinuous SA is enough

Continuous SA = weak FA

SummaryGeneral IdeasApplicationBenefit & LimitationPitfalls