Formative Assessment Applications & Pitfalls

Outline General Ideas Application Benefit & Limitation Pitfalls

Definition Formative 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 Ideas Formative = forming, molding Feedback is a key element in formative assessment Feedback 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

Feedback from assessment can  motivate students and redirect their learning towards areas of deficiency,  help teachers improve their coursework and instructional methods.

General Ideas Summative = mandatory, formal and given at the end of a prescribed period of instruction Summative = extrinsic rewards Formative = intrinsic rewards Summative = How did I do? Formative = How am I doing?

Application FA includes both feedback and self- monitoring Feedback => self-monitoring An 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

Application FA 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

Application FA should not be compulsory FA opportunities should be provided as frequently as appropriate FA environment should be open, supportive, and non-judgmental Feedback should be as complete and as rapid as possible

Application Where appropriate involve student discussion with their peers and teachers Remediation should be available for students once deficiencies have been defined

Application Previous summative exam provided on the web as formative assessment, with model answer available FA : formal & informal  Informal FA ~ no written record of the information gathered FA : planned & unplanned (incidental)  Unplanned FA arose from student’s response

Application Plan for the planned and then prepare for the unplanned FA Activities 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 FA Assist student to evaluate their knowledge and understanding Assist student to practise their skills and consolidate their learning Assist 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 FA Provide 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

Limitation Demands on staff Demand constructive feedbacking skill Got less attention Misunderstanding: time-wasting and inefficiency

Pitfalls Grade & 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

Pitfalls Teacher tend to overemphasize giving mark and underemphasize giving advice No score, no participation  Not true Too judgmental, too threatening Too much memorizing continuous SA is enough  Continuous SA = weak FA

Summary General Ideas Application Benefit & Limitation Pitfalls