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Reinforcing Formative and Summative Assessment

  • James Oldham
  • Adrian Freeman
  • Suzanne Chamberlain
  • Chris Ricketts
  • Stephen Gomez
  • Richard Osborne
  • Mary-Jane Taylor
  • Coralie McCormack

Progress testing of applied medical knowledge has a high utility for an integrated Problem Based Learning course. Because the tests are set at the level of a new graduate, students during the first 2 years of their study have only minimal knowledge at the assessed level, and score around 10-20% with most questions eliciting a 'Don't know' response. To provide more information about what our students have learned in the first 2 years, we developed a formative assessment programme to complement the progress tests. Three consecutive groups of six students were employed to write test items with response contingent feedback. The item writing environment was redesigned after each iteration. Feedback suggests that item writing is an effective learning environment. The items written by the students were released to the whole cohort as online formative assessments. These were popular with the student cohorts. Further development of the bank of items will provide more information about student acquisition of knowledge. We are currently redesigning the next iteration of Formative Assessment of Applied Medical Knowledge using design-based methods.

Keywords

Formative Assessment Graphic Design Verbal Feedback Design Studio Computer Support Collaborative Learn 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer 2007

Authors and Affiliations

  • James Oldham
    • 1
  • Adrian Freeman
    • 1
  • Suzanne Chamberlain
    • 1
  • Chris Ricketts
    • 1
  • Stephen Gomez
    • 2
  • Richard Osborne
    • 2
  • Mary-Jane Taylor
    • 3
  • Coralie McCormack
    • 4
  1. 1.Institute of Clinical EducationUniversities of Exeter and PlymouthUK
  2. 2.Faculty of Applied SciencesUniversity of the West of EnglandUK
  3. 3.School of Design and ArchitectureUniversity of CanberraAustralia
  4. 4.Centre for the Enhancement of Learning, Teaching and ScholarshipUniversity of CanberraAustralia

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