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Core Skills 5: Approaches to Formative Assessment

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JordanNapier1

This document discusses formative assessment and provides tips for its effective use. It begins by defining formative assessment as feedback aimed at improving student performance during learning. The document then notes common misunderstandings of formative assessment and provides two tips: 1) clearly label assessments as formative and 2) design formative assessments to match specific intended learning outcomes. Examples are given of formative assessment questions aligned with sample learning outcomes. The document concludes by listing online tools that can be used for formative assessment and emphasizing the role of formative feedback in helping students improve.

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Core Skills 5: Approaches to formative assessment Jordan Napier Welcome! We’ll get started at 11.05am. As you arrive, say ‘hello’ in the chat-box.
Ways of working… • Informal • Ask/answer 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 purpose of formative assessment for learners • Describe ways to design formative assessment appropriate for your teaching and your learners
Jot down on paper... 1. What is assessment? 2. What is its purpose?
Definition of assessment… ‘…the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students…’ https://www.edglossary.org/assessme nt/
Purpose of assessment… • Provide feedback • To motivate • Make judgements • Accountability (Ferris & Flynn, 2015) https://files.eric.ed.gov/fulltext/EJ1060624.pdf
Definition of formative assessment… Formative assessment is designed to generate feedback on performance to improve that performance (Sadler, 1998). It should help students identify their strengths, weaknesses and areas they need to work on Formative assessment happens during the learning rather than at the end
The problem with formative assessment: • It is misunderstood... • Medical students frequently 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.
Tip 1: Label it
Constructive alignment https://medicine.uq.edu.au/faculty-medicine-intranet/md-program-staff-development/constructive-alignment
Tip 2: Designing formative assessment fit for purpose Intended learning outcome Formative Assessment Your ILO gives clarity about the purpose of the learning Your FA gives the learner feedback to assist them in meeting the ILO
What FA approach could we use here? ILO: List the causes of stroke Formative assessment: ??
What FA approach could we use here? ILO: List the differential diagnoses based on the patient history Formative assessment: ??
What FA approach could we use here? ILO: Describe the bones, muscles and joints of the back Formative assessment: ???
Tools for online formative assessment Microsoft Forms quiz Real life (!) quiz Mentimeter Polling in Blackboard collab Embed quizzes in Yuja Any others you'd like to share?
Take home messages… Formative assessment should help students identify their strengths and areas for improvement Design your FA with the ILOs in mind There are tools 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. https://medicine.uq.edu.au/faculty-medicine-intranet/md-program-staff- development/constructive-alignment Schofield, S., Napier, J., MacRae, C. (2017) Getting started with formative assessment. Univeristy of Dundee https://www.edglossary.org/assessment/ https://files.eric.ed.gov/fulltext/EJ1060624.pdf

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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 11.05am. As you arrive, say ‘hello’ in the chat-box.
  • 2. Ways of working… • Informal • Ask/answer 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 purpose of formative assessment for learners • Describe ways to design formative assessment appropriate for your teaching and your learners
  • 4. Jot down on paper... 1. What is assessment? 2. What is its purpose?
  • 5. Definition of assessment… ‘…the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students…’ https://www.edglossary.org/assessme nt/
  • 6. Purpose of assessment… • Provide feedback • To motivate • Make judgements • Accountability (Ferris & Flynn, 2015) https://files.eric.ed.gov/fulltext/EJ1060624.pdf
  • 7. Definition of formative assessment… Formative assessment is designed to generate feedback on performance to improve that performance (Sadler, 1998). It should help students identify their strengths, weaknesses and areas they need to work on Formative assessment happens during the learning rather than at the end
  • 8. The problem with formative assessment: • It is misunderstood... • Medical students frequently 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.
  • 11. Tip 2: Designing formative assessment fit for purpose Intended learning outcome Formative Assessment Your ILO gives clarity about the purpose of the learning Your FA gives the learner feedback to assist them in meeting the ILO
  • 12. What FA approach could we use here? ILO: List the causes of stroke Formative assessment: ??
  • 13. What FA approach could we use here? ILO: List the differential diagnoses based on the patient history Formative assessment: ??
  • 14. What FA approach could we use here? ILO: Describe the bones, muscles and joints of the back Formative assessment: ???
  • 15. Tools for online formative assessment Microsoft Forms quiz Real life (!) quiz Mentimeter Polling in Blackboard collab Embed quizzes in Yuja Any others you'd like to share?
  • 16. Take home messages… Formative assessment should help students identify their strengths and areas for improvement Design your FA with the ILOs in mind There are tools that we can use that can make this simpler for clinical teachers Label it!
  • 17. 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/
  • 18.
  • 19. References Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in education: principles, policy & practice, 5(1), 77-84. https://medicine.uq.edu.au/faculty-medicine-intranet/md-program-staff- development/constructive-alignment Schofield, S., Napier, J., MacRae, C. (2017) Getting started with formative assessment. Univeristy of Dundee https://www.edglossary.org/assessment/ https://files.eric.ed.gov/fulltext/EJ1060624.pdf