BACKGROUND Team Objective Structured Bedside Assessment (TOSBA) is a learning approach in which a team of medical students undertake a set of structured clinical tasks with real patients in order to reach a diagnosis and formulate a management plan and receive immediate feedback on their performance from a facilitator. TOSBA was introduced as formative assessment to an 8-week undergraduate teac...

Learning performance assessment aims to evaluate what knowledge learners have acquired from teaching activities. Objective technical measures of learning performance are difficult to develop, but are extremely important for both teachers and learners. Learning performance assessment using learning portfolios or web server log data is becoming an essential research issue in web-based learning, o...

In outcomes-based education (OBE), outcomes, not content, must be assessed. Formative assessment takes place during the teaching and learning process, whereas summative assessment refers to assessment that is used for making a judgment about the achievement of an outcome. Authentic assessment mirrors the real world and is integrated with learning as learners are viewed as active participants in...

"Assessment steers students' learning" is a statement that has been used repeatedly without solid evidence in the literature. This manuscript aims to evaluate the published literatures on the effect of teaching learning environment in particular, the implemented assessment on students' learning approaches. A literature review was performed on the effect of assessment on students learning approa...

Assessment of students is commonly seen as having two purposes: providing students with feedback on their progress (formative), and making judgements about an individual student's fulfilment of subject objectives (summative). Not so commonly understood by academics however, is the degree to which students' perception of assessment drives their learning. Many years of research have highlighted t...

BACKGROUND Written assessments fall into two classes: constructed-response or open-ended questions, such as the essay and a number of variants of the short-answer question, and selected-response or closed-ended questions; typically in the form of multiple-choice. It is widely believed that constructed response written questions test higher order cognitive processes in a manner that multiple-cho...

Traditional standardized educational tests often serve a summative purpose, reporting what students know after the learning phase has been completed. In this sense, they serve as an assessment of learning, with little or no implication for future instruction. By contrast, assessments may be used formatively; that is, they may be used to change the course of instruction as part of the assessment...

T clinical teaching and learning process involves different activities including assessment. No one denies the importance of assessment and its role as a main driver in the educational processes. Assessment is defined as a “process of measuring or appraising individual performance against a required standard”.1 An assessment process can be viewed as 2 complementary and overlapping models aiming...

INTRODUCTION Problem-based learning (PBL) in medicine emphasises the tutor's role in facilitating collaborative and integrated learning. While it is widely recognised that tutors come to know their students, they traditionally play little part in the formal assessment process. We introduced tutor assessment into a problem-based medical curriculum and examined the patterns of tutor marks in four...