INTRODUCTION Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. AIM We aimed to explore trainees' and supervisors' perceptions of wha...

Data-driven instructional improvement relies on developing coherent systems that allow school staff to generate, interpret and act upon quality formative information on students and school programs. This paper offers a formative feedback system model that captures how school leaders and teachers structure artifacts and practices to create formative information flows across interventions, assess...

IELTS preparation courses have gained significant popularity in Iran in the past decade. Although teachers in such an exam-oriented context have started to use formative assessment to improve their writing instruction, their knowledge and beliefs about assessment for learning are still a myth. This mixed-methods study investigated Iranian IELTS teachers’ beliefs and knowledge about the four mai...

This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infr...

Introduction: Online formative assessments (OFA’s) have beenincreasingly recognised in medical education as resources thatpromote self-directed learning. Formative assessments are usedto support the self-directed learning of students. Online formativeassessments have been identified to be less time consuming withautomated feedback. This pilot study aimed to determine whetherparticipation and pe...

BACKGROUND The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationshi...

All people have a very important faculty that allows them to know and understand everything surrounds them, it is the ability read comprehension. The use comprehension of texts for different purposes common activity humans develop. It learn, acquire new knowledge, investigate topic interest greater clarity about at any its levels (literal, inferential, criteria). extremely necessary apply adequ...

OBJECTIVE This study aimed to evaluate the perceptions of UK psychiatry trainees (residents) towards workplace-based assessments (WPBAs) as formative learning tools. WPBAs are a new form of UK mandatory assessment. METHODS Two focus group interviews were held with psychiatry trainees at different stages of training in Cambridge, UK. RESULTS Trainees identified a number of opportunities and ...