Effect of Paired Formative Assessment on Students’ Learning (original) (raw)
Related papers
Influence of formative assessment on summative assessment in undergraduate medical students
Bangladesh Journal of Medical Education, 2017
This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.
Abstract—Background of the study: There are several researches on assessment but very few evidence is available in finding the association between the formative and the summative assessment especially in higher education like health sciences. The aim of this study was to determine the relationship between the formative and summative performance of the dental undergraduate students retrospectively. Methodology: The theory marks of the first year BDS students of three consecutive years (Batch A, B and C) in the initial formative assessment and final summative assessment were collected retrospectively. The total theory marks of the students in both the assessments were analysed statistically using Pearson Correlation analysis. Results: The data analysis showed significant positive association (2013-14 – 62%, 2014-15 – 71%, 2015-16 – 65%) between the formative and summative assessment performance of all three batches. Conclusion: The performance in formative and summative assessments have good positive correlation suggesting that formative assessment results should be treated with more value for better student outcome.
2021
Advances in science and technology and in the face of the Globalization Era have increased public demands for higher education including midwifery higher education. Blended Learning is a development of the e-learning learning model that allows lecturers to provide a more comprehensive learning experience for students, increase access and convenience for students in accessing learning materials, improve the quality of learning and reduce learning costs. Formative evaluation is an evaluation that is carried out when a particular product or program is being developed and carried out more than once with the aim of making improvements. Based on the results of student learning in the previous course block, it is known that most (90.2%) students obtained unsatisfactory scores (<65), so that the development of the method is expected to improve students' ability to master the material that has been obtained to prepare themselves. on the evaluation at the end of the block. In this study, the implementation of formative assessments carried out by the method of giving quizzes in each week of block learning carried out by utilizing the ilearn platform of the Andalas University Faculty of Medicine was considered very effective because it could increase student motivation to increase the quality and quantity of learning, students were more prepared to face exams. the end of the block, and help improve students' understanding of the material given each week.
Significance of Serial formative assessment on the teaching learning process
Research Square (Research Square), 2023
Assessment is an important driving force behind an effective teaching-learning process; since assessment measures the outcome as per the objective of the education, hence it determines the entire lesson plan for apposite alignment with the curriculum. The assessment process steers the learners with a positive pull towards the desired outcome. Both the summative and formative assessments focus on how the individual student display his level of understanding. The study design was longitudinal follow-up study. The study was undertaken to nd out any positive trend of performance in terms of both cognitive and psychomotor skills of students in successive formative examinations. The study included 50 medical students of rst professional batch of AIIMS Kalyani from Department of Biochemistry during 2019-2020. The formative assessment tests included 3 theory examinations, 3 case-based problem-solving (CBP), 4 objectively structured practical examinations (OSPE) and 3 viva-voce, with almost regular time intervals. Both the results of the theory exams and Case based problem showed gradual signi cant increase in the percentage of marks from the initial assessment (p<0.01). For psychomotor domain assessment through OSPE, for almost all the classes statistically insigni cant but an apparently declining trend has been observed; particularly a signi cant trailing trend for class 2 learners was found. Competency-based curriculum needs validation through consistent assessment system. Towards this end the present study might open up new vistas for incorporation of the proper competency-based curriculum aligned with the suitable assessment process to develop an e cient medical education program.
Formative and Summative Assessment in the Light of Students Perceptions
Journal of Gandhara Medical and Dental Science
OBJECTIVESTo collect information about the Perceptions of dental students regarding Formative and Summative Assessment in Sardar Begum Dental College.METHODS This cross sectional study was conducted at Sardar Begum Dental College, Peshawar. Pre validated Assessment Experience Questionnaire was used to collect information. All the students of 2nd, 3rd, 4th year BDS and House officers who have joined and continued their bachelors education at Sardar Begum Dental College and Hospital from the first year were invited to participate in this study through Convenience sampling technique after taking verbal and written consent.RESULTSOverall response rate was 29.3% in 2nd Year, 35.1% in 3rd year, 75.7% in 4th Year and 92.7% among house officers.60-70% students opined that formative assessment experiences stimulated deep learning and were useful in the preparation for summative assessment. Majority of the students were satisfied with the atmosphere, structure and conduct of summative assessm...
Modified Formative Assessment and Its Impact on Undergraduate Medical Learning
https://www.ijhsr.org/IJHSR\_Vol.7\_Issue.7\_July2017/IJHSR\_Abstract.013.html, 2017
Context (Background): Assessment tools can be judged based on criteria like reliability, educational impact, acceptability and cost. Summative tests are useful in promotion and certification but could not assess student's learning. Formative assessments facilitates learning through consistent involvement, still it is not implemented in many medical schools. Aim/Objective: So, we conducted a study to evaluate the impact of modified formative assessment on undergraduate medical teaching-learning. Students perception on formative assessment was also analysed by collecting feedback from the participating students. Methods and Materials: Hundred MBBS students were randomly divided into 2 groups i.e. Group A and Group B based on their 1 st Mid semester marks .Fifty students in Group-A underwent formative assessments after 1 st Mid semester,1st Semester and 2 nd Mid Semester examinations with feed back to the students and rest 50 students (Group-B) were treated as control. Results: There was statistically significant (p<0.05), consistent improvement in the performance of the students in group A, when 1 st professional mark is compared with 1 st Mid Semester. Group B students showed an improving tendency in 1 st Semester but there is a decline in 2 nd Mid Semester (which was not seen in the intervention group i.e. Group A) with slight increase in 1 st Professional examination. There is significant difference in the increase of marks between the groups (p< 0.017). Assessment of students' perception of the formative assessment revealed that most of the students preferred formative assessment as a better evaluation modality suggesting its popularity. Conclusions: Modified formative assessment with well designed constructive feedback and proper remedial measures could promote learning of medical students.
MedEdPublish
This article was migrated. The article was marked as recommended. Background:Two types of assessments used in the medical education are summative and formative assessments. Summative assessments evaluate a student's learning progress and typically provide concrete grades or pass/fail decisions. The main purpose of the formative assessments is to provide the feedback and improve the learning behavior of the students. However, it is less known about the impact of the formative assessments on overall student's performance in summative assessments. This study is intended to study the effects after the implementation of formal formative assessments on students overall performance in summative assessments or any changes in the total grade point average in a Caribbean Medical School which is a low resource context.Materials and Methods:A longitudinal cohort study was conducted among the basic sciences students at AUSOM in May 2017. The study was supported by quantitative data, quan...
effectiveness of formative assessment on academic excellence
INTRODUCTION-Evaluation is the process of examining a program or process to determine what's working, what's not, and why. It determines the value of learning and training programs and acts as blueprints for judgment and improvement. The goal of formative assessment is to gather feedback that can be used by the students to guide improvements in learning context. OBJECTIVES (1) to analyse the effectiveness of formative assessment on academic excellence of paramedical Students MATERIALS&METHODS: Observational Retrospective study was done. Cohort of 38 paramedical students studying Bachelor of Nursing course was selected and their baseline data was obtained. Mark register was scrutinized to extract weekly Exam and university exam marks. Grading of 5 kept as optimum level both marks were graded in 10 point scale. RESULTS: The computed result shows that there is a positive correlation between formative and university exam results in all subjects namely Anatomy Physiology, Nutrition Biochemistry, Psychology, and Microbiology , Secondly there is a significant positive association between weekly and university Examination marks in all subjects, but contradictory Psychology subject has no association CONCLUSIONS: The result shown that there is a positive correlation between formative and university exam results which indicates that a student scored high in weekly exams has a possibility of getting High marks in their university exams. The study findings explored that ongoing formative assessment and proving feedback serve as bench mark for students to improve their learning context, which promotes deeper understanding of subjects and shine with excellence in academics. RECOMMENDATIONS(1)Encourage the students to identify their strength and weakness in learning to achieve optimum level academic performance.(2)Teachers also can improve their teaching by getting feedback in ongoing assessment.(3)Formative examination reduces the burden to students in preparing their university exams. (4)Formative assessment enhances " learning is a Joy " .
Background: Assessments are done to help students during learning and to evaluate what they have learned at a particular point of time. They form the basis for formative and summative assessment. Formative assessment assists in learning hence called 'Assessment for Learning'. It involves activities attempting to assess where they are in their learning process and utilize the information available for use by students and their teachers to determine what is to be done for betterment. Summative assessment is used to evaluate what has been learned at a particular time hence called 'Assessment of Learning'. It involves activities like evaluating learning over a period of time and ascertaining it by testing at a particular time. Data from assessment can be utilized for comparing aggregated results of groups or populations. Aims and objectives: To study the efficacy of formative assessment with additional assessment methodologies, in changing the results of summative assessment, then to compare the results of the study population with that of the previous year students without additional intervention and to assess the feedback perceived by students on formative assessment, qualitatively. Materials and methods: Prospective interventional study done in a Government Medical College, South Tamil Nadu, for a period of three years. Students who wrote Pathology University examination in February 2018 and February 2019 formed the study population. In addition to record work and internal assessment exams both theory and practical, assessment methodologies like symposiums, home assignments, gross assignments, histopathology/cytology projects and day to day assessments were conducted on topics covered during the study period for the study population. The efficacy of formative assessment with additional assessment methods, in changing the results of summative assessment were assessed. Summative assessment marks of both the batches were compared with that of the previous year students without additional interventions who wrote University examination in February 2017. Data were analysed using SPSS16.Correlation was done to assess the efficacy of formative assessment and compared using Unpaired t-test. Feedback of student's perception on formative assessment were collected from the study population and validated qualitatively using a structured questionnaire at the end of course before university exam, after university exam and after university exam results. Results and conclusion: A positive correlation was seen between the marks scored in formative and summative assessment. The average scores of the study population with additional intervention (101.48± 10.53 and 99.87±10.49) was better than that of the previous year students without additional intervention (94.41±12.14) and it was statistically significant. Majority of them opined that formative assessment helped them to achieve better scores. In conclusion, both formative and summative assessments are necessary tools in learning process and the importance of formative assessment lies in the evidence of its effectiveness in improving the results of summative assessment as perceived by the students which differs from batch to batch. A well structured formative assessment with additional interventional methodologies are needed to help medical undergraduates in learning.
Assessment is an integral part of the teaching learning process. It helps us to know the success of specific teaching & students' progress. Formative assessment is the informal way of knowing students' progress. To evaluate the effect of Formative Assessment of the students on their Academic performance this project was undertaken. The randomly selected group of 40 studentswas taught the topic Rasa & Rakta Dhatu at same time by using different types of teaching methods as didactic & demonstration. Then they randomly divided into two groups. Group A (N =20) was Control Group. No any intervention given to the students. Group B (N =20) was Experimental Group. This group was given the interventions by conducting quiz and group discussion on the topic of Rasa & Rakta Dhatu. Pretest and posttest based on MCQs to test recall memory & SAQs test to check analyzing power were developed on the topic of Rasa & Rakta Dhatu for both groups. The tests were then collected, scored and compiled. The students of Group B showed statistically significant improvement in recall memory which was tested by MCQs test (p=0.0001) & to test descriptive & analyzing power SAQs test was framed. Analysis showed enhancement in marks in SAQs but the result was not statistically significant. It was concluded that students assessed by formative assessment significantly score high than students who were not assessed. Formative assessment shows good effect on academic performance of the students & helps in enhancement of learning.