A positive correlation between performance and participation in formative quizzes and final summative examinations has been reported many times. The goal of the present interview study was to construct a model to explain why students may elect not to engage with formative assessment opportunities. Our medical school's preclinical curriculum has an established policy of offering weekly online qu...

This review examines the spaces, gaps, exchanges, and engagements associated with formative feedback in higher education – an area that has enjoyed extensive scholarly attention over the last two decades. Over time, a consensus has developed privileging timely, specific, supportive, and explanatory feedback over less effective measures that rely much too heavily upon directive, overly-negative,...

Virtual Learning Environments (VLEs) can be used as a resource repository but also as an environment to encourage independent student learning. Customised online assignments that can be assembled by the lecturer can be found in teaching resources such as Mastering Biology, developed by Pearson Publishers. In this study, student engagement in both summative and formative assignments was measured...

BACKGROUND The importance of valid and reliable assessment of student competence and performance is gaining increased recognition. Provision of valid patient-based formative assessment is an increasing challenge for clinical teachers in a busy hospital setting. A formative assessment tool that reliably predicts performance in the summative setting would be of value to both students and teachers...

This study concerns the comparison of three approaches to assessment: Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing. Although the three approaches claim to be beneficial with regard to student learning, no clear study into the relationships and distinctions between these approaches exists to date. The goal of this study was to investigate the extent to which the t...

OBJECTIVE To evaluate the effectiveness of Formative Assessment in enhancing learning among dental students, and to interpret the assessment from students' perspective in this regard. METHODS The experimental non-randomised controlled study was conducted from January to June 2013 at Islamic International Dental College, Islamabad, and comprised first year Bachelor of Dental Surgery students a...

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...

This paper discusses an architecture for combining learning network and assessment systems (LNAS) with computer-based assessment systems (CBA). The advantage of such a combination is to support reuse and sharing of e-learning materials, in particular for automated formative assessment of programming exercises which are very labour-intensive to create. An architecture for such a combined tool is...

BACKGROUND In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning...