Formative assessment: a key to deep learning?

Rushton, Alison

doi:10.1080/01421590500129159

Cited by 201 publications

(183 citation statements)

References 24 publications

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“…1 Feedback is only effective when the trainee takes action to narrow the gaps identified. 13 The evaluation of the WBA pilot from the JRCPTB supported this finding and, in fact, in the JRCPTB study only a minority of feedback included any action plan (recurring theme reported by 15 of 76 trainees).…”

Section: Suggestions For Trainee Development/action Plans In the Feedsupporting

confidence: 50%

Evaluation of feedback given to trainees in medical specialties

2017

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The aim of this study was to evaluate the quality of feedback provided to specialty trainees (ST3 or higher) in medical specialties during their workplace-based assessments (WBAs). The feedback given in WBAs was examined in detail in a group of 50 ST3 or higher trainees randomly selected from those taking part in a pilot study of changes to the WBA system conducted by the Joint Royal Colleges of Physicians Training Board. They were based in Health Education Northeast (Northern Deanery) and Health Education East of England (Eastern Deanery). Thematic analysis was used to identify commonly occurring themes. Feedback was mainly positive but there were differences in quality between specialties. Problems with feedback included insufficient detail, such that it was not possible to map the progression of the trainee, insufficient action plans made and the timing of feedback not being contemporaneous (feedback not being given at the time of assessment). Recommendations included feedback should be more specific; there need to be more options in the feedback forms for the supervisor to compare the trainee's performance to what is expected and action plans need to be made.

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Section: Suggestions For Trainee Development/action Plans In the Feedsupporting

confidence: 50%

Evaluation of feedback given to trainees in medical specialties

2017

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“…A problem with oral feedback is that although the students value it, they do not necessarily recognize it or remember having received it, so that establishing a clear frame for the feedback is recommended (Dobbie & Tysinger 2005;Bienstock et al 2007). Educational literature emphasizes the importance of individualized feedback which integrates the student's self-evaluation (Rushton 2005). The StudentPEP project ( Figure 1) provided triangulation of written feedback from patients and teachers combined with students' selfassessment (Braend et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Triangulation of written assessments from patients, teachers and students: Useful for students and teachers?

2010

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Background: Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. Aim: This study analyzes the perceived usefulness of triangulated written feedback. Methods: A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively.Results: Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. Conclusion: The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

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“…The literature indicates clearly that frequent testing with feedback improves learning (e.g., [9], [10], [11], [12], [13], [3], [14]. Frequent testing with feedback increases retention by helping learners recognize, understand, and remember the most essential elements of instruction.…”

Section: A Simple Quizzesmentioning

confidence: 99%

Cost-Effective Strategies for Developing Formative Assessments in Online Workplace Training

Mackey¹,

Derr²,

O'Connor³

2009

Int. J. Adv. Corp. Learn.

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Abstract-In the context of asynchronous online learning, formative assessments can offer amazing flexibility and support a wide range of learning strategies. While some versions do involve a considerable investment in time and cost, effective formative assessments need not be expensive. Many cost-effective strategies for developing formative assessments exist, and these can be employed quickly and effectively in online workplace training.These strategies allow learners to assess their progress and accomplishments before the risks of decreased motivation, confidence and understanding become unfortunate realities that negatively impact instructional outcomes, on-the-job performance and online learning ROI.

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Formative assessment: a key to deep learning?

Cited by 201 publications

References 24 publications

Evaluation of feedback given to trainees in medical specialties

Evaluation of feedback given to trainees in medical specialties

Triangulation of written assessments from patients, teachers and students: Useful for students and teachers?

Cost-Effective Strategies for Developing Formative Assessments in Online Workplace Training

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