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Core skills 5 - approaches to formative assessment

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approaches to formative assessment

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Core Skills 5: Approaches to formative assessment Jordan Napier Welcome! We’ll get started at 2pm. As you arrive, say ‘hello’ in the chat-box.
Ways of working… • Informal • Ask questions in the chat box • Keep your mic muted (unless you’re speaking) • Enjoy!
By the end of this session, you will be able to: Discuss the value of formative assessment for learners Describe ways to embed formative assessment in your teaching
Breakout Room Activity Discuss the following... • What is formative assessment? • What is it’s purpose? 5 mins in your groups Nominate a scribe/timekeeper
Definition of formative assessment… Formativeassessment is designed to generate feedbackon performance to improvethat performance (Sadler,1998). It should help studentsidentifytheir strengths,weaknesses and areas they need to work on Formativeassessment happens duringthe learningrather than at the end
The problem with formative assessment: • It is misunderstood... • Medical studentsfrequently request more formative assessment,but what they are expecting is an increased number of ‘practice’ runs of the summative, in the same format, and ideally with similar questions.
Label it
Getting Started with Formative Assessment by Schofield, Napier & Macrae Supervised learning event/workplace based assessment Student takes a history/examinesa patient whilst being observed by a tutor, who then has a feedback conversation with them afterwards.
Test enhanced learning Test-enhanced learning is based on the idea that long-term retention of knowledge is improved by assessment. Overall the evidence suggests that frequent, low stakes formative testing (such as quizzes at the end of every teaching session) should promote rapid recall of knowledge
How are you doing formative assessment at the moment?
Tools for online formative assessment Microsoft Forms quiz Mentimeter Embed quizzes in Yuja Any others you'd like to share?
Take home messages… Formativeassessment shouldhelp students identifytheirstrengths and areas for improvement There are manytools that we can use that can make this simpler for clinical teachers Label it!
Signposts • Quizzes in Yuja: https://learningspaces.dundee.ac.uk/ctil/rec ipes/embedding-quizzes-in-videos/ • Quizzes in Moodle (Delta): https://docs.moodle.org/310/en/Qu iz_activity • Mentimeter: https://learningspaces.dundee.ac.uk/ctil/gui des/mentimeter/
References Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in education: principles, policy & practice, 5(1), 77-84. Schofield, S., Napier, J., MacRae, C. (2017) Getting started with formative assessment. Univeristy of Dundee

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Core skills 5 - approaches to formative assessment

  • 1. Core Skills 5: Approaches to formative assessment Jordan Napier Welcome! We’ll get started at 2pm. As you arrive, say ‘hello’ in the chat-box.
  • 2. Ways of working… • Informal • Ask questions in the chat box • Keep your mic muted (unless you’re speaking) • Enjoy!
  • 3. By the end of this session, you will be able to: Discuss the value of formative assessment for learners Describe ways to embed formative assessment in your teaching
  • 4. Breakout Room Activity Discuss the following... • What is formative assessment? • What is it’s purpose? 5 mins in your groups Nominate a scribe/timekeeper
  • 5. Definition of formative assessment… Formativeassessment is designed to generate feedbackon performance to improvethat performance (Sadler,1998). It should help studentsidentifytheir strengths,weaknesses and areas they need to work on Formativeassessment happens duringthe learningrather than at the end
  • 6. The problem with formative assessment: • It is misunderstood... • Medical studentsfrequently request more formative assessment,but what they are expecting is an increased number of ‘practice’ runs of the summative, in the same format, and ideally with similar questions.
  • 8. Getting Started with Formative Assessment by Schofield, Napier & Macrae Supervised learning event/workplace based assessment Student takes a history/examinesa patient whilst being observed by a tutor, who then has a feedback conversation with them afterwards.
  • 9. Test enhanced learning Test-enhanced learning is based on the idea that long-term retention of knowledge is improved by assessment. Overall the evidence suggests that frequent, low stakes formative testing (such as quizzes at the end of every teaching session) should promote rapid recall of knowledge
  • 10. How are you doing formative assessment at the moment?
  • 11. Tools for online formative assessment Microsoft Forms quiz Mentimeter Embed quizzes in Yuja Any others you'd like to share?
  • 12. Take home messages… Formativeassessment shouldhelp students identifytheirstrengths and areas for improvement There are manytools that we can use that can make this simpler for clinical teachers Label it!
  • 13. Signposts • Quizzes in Yuja: https://learningspaces.dundee.ac.uk/ctil/rec ipes/embedding-quizzes-in-videos/ • Quizzes in Moodle (Delta): https://docs.moodle.org/310/en/Qu iz_activity • Mentimeter: https://learningspaces.dundee.ac.uk/ctil/gui des/mentimeter/
  • 14.
  • 15. References Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in education: principles, policy & practice, 5(1), 77-84. Schofield, S., Napier, J., MacRae, C. (2017) Getting started with formative assessment. Univeristy of Dundee