scholarly journals Formative assessment and documentation of history taking in pediatrics: a comparative study

2018 ◽  
Vol 5 (2) ◽  
pp. 621
Author(s):  
Arun Kumar T. ◽  
Sangeeta A. ◽  
Rashmi R. ◽  
Jyothi S. ◽  
Anbu N. Aravazhi ◽  
...  
Keyword(s):  
Comparative Study ◽  
Formative Assessment ◽  
Formative Evaluation ◽  
Low Achievers ◽  
Assessment Process ◽  
History Taking ◽  
Case Record ◽  
Areas Of Concern ◽  
And Performance ◽  
Teaching Learning

Background: Medical educators have valid concerns over the deteriorating documentation skills of medical students after obtaining a pediatric history. Formative assessment enhances learning by providing feedback to the learners. Though formative assessments are popular in medical education, data to establish their educational benefits are lacking. This study was conducted to assess the areas of concern in pediatric history taking and to determine the effect of formative assessment on documentation skills.Methods: This comparative study involved 80 MBBS students of eighth semester during pediatric clinical postings of one-month duration. At the end of first session, students interviewed a standardized patient and documented the history in a case record. Marks were awarded based on the check list. Feedback was imparted based on the case record. Students’ perception was collected through the questionnaire. The same teaching learning methodology was carried out in the second session. Data obtained from the questionnaire and marks scored was analysed.Results: Documentation of growth and development (1.89 + 0.59), immunization history (2.01 + 0.53) were the concern areas identified in our study. Among 80 students, the low achievers in the first and second session was 66 and 13 respectively. The perception of students about their repertoire of interviewing skills was statistically significant (p <0.05). Formative evaluation had a statistically significant effect on the knowledge and performance of students, particularly low achievers (p <0.05).Conclusions: Formative assessment process identified the areas of concern in pediatric history taking and enhanced the documentation skills following immediate feedback. It had a beneficial effect on the students’ confidence, enthusiasm, learning and performance.

scholarly journals Critical and formative evaluation in secondary education students.

PARADIGMA ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 279-298
Author(s):  
Luz Aide Figueroa Zapata ◽  
Luz Marina LLanos Díaz
Keyword(s):  
Formative Evaluation ◽  
Assessment System ◽  
Assessment Process ◽  
Research Strategies ◽  
Education Students ◽  
Motivation For Learning ◽  
Qualitative Descriptive ◽  
Evaluation Policies ◽  
Teaching Learning ◽  
Descriptive Method

This study describes the approaches that a private educative institution has about teaching, learning and assessment process. Its curriculum includes a rigorous document with evaluation policies, the SIEE (Institutional Assessment System) is offering a formative evaluation, critical thinking and analytical formation on students. The research was directed finding what kind of assessment is done, student`s considerations about assessment, and motivation for learning. A qualitative descriptive method was used (Hernández et all, 2010). And the analyses includes descriptive statistics, questionnaires, open interviews, observation protocols, and literature analysis. The paper concludes that some teachers are not involved in the contextual dynamics of learning, nor do they take into account the interests of students. So, this leads to warning that today's teachers must be updated and conduct teaching through dynamic and motivational research strategies. In this case, the proposed transformative pedagogical model and critical formative assessment will have sense on students and therefore, in our society. 

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4293 ◽  
2019 ◽  
Vol 16 ◽  
pp. 143-151
Author(s):  
John English ◽  
Tammy English
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals The importance of formative assessment in the learning teaching process

2019 ◽  
Vol 3 (2) ◽  
pp. 238-249
Author(s):  
Irina Yadira Cevallos Menéndez ◽  
Miguel Angel Cobeña Napa ◽  
Myrian Liceth Mendoza Moreira ◽  
Gema Gabriela Vélez Zambrano
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
School Performance ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Continuous Evaluation ◽  
Raising Awareness ◽  
Teaching Learning ◽  
The City

The present research aimed to know the role that the formative evaluation fulfills in the teaching-learning process, this is based on a continuous evaluation process that occurs during learning, based on the search and interpretation of evidence about student performance and the scope of students' different goals, projections or objectives. Within the methodology, analytical and research methods were used, thus knowing the importance of evaluation; analyzing the needs and interests of students through a survey that was conducted in  the Technical Educational Unit "Walter Francisco Andrade Ortiz" of the City of Pedernales; with the aim of raising awareness in the teachers of the institution, the importance of formative evaluation as a means to raise the quality of performance of students, and thus to demonstrate the results of learning obtained within the classroom in students: The results of the research showed that the formative assessment improves the school performance of the students and this can be used as a strategy to promote collaboration between them.

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4294 ◽  
2019 ◽  
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

Formative Assessment in HL Teaching: Purposes, Procedures, and Practices

2012 ◽  
Vol 9 (1) ◽  
pp. 100-120
Author(s):  
Maria M. Carreira
Keyword(s):  
Formative Assessment ◽  
Language Learners ◽  
Heritage Language ◽  
Summative Assessment ◽  
Diagnostic Assessment ◽  
Assessment Process ◽  
Heritage Language Learners ◽  
Pedagogical Tool ◽  
Teaching Learning ◽  
Fine Tune

Discussions surrounding assessment in the foreign languages generally focus on the two ends of the teaching/learning process: diagnostic assessment, typically used for placement purposes and administered prior to the start of instruction, and summative assessment, which evaluates learning after instruction for purposes of assigning a grade or determining the efficacy of particular programs or interventions. This paper concerns itself with formative assessment, which takes place during the course of instruction for purposes of enhancing learning. Two overarching points about formative assessment are made here: first, that it is an indispensable pedagogical tool for addressing issues of learner diversity that arise in classes enrolling heritage language learners (HL learners) and, second, that formative assessment is an integral component of the assessment process. In the three-part view of assessment presented here, diagnostic assessment is used prior to the start of instruction to fine tune the curriculum according to the needs of particular classes and to mitigate the challenges of diversity through placement. Formative assessment is used throughout instruction to enhance learning and prepare students with different needs and levels of expertise for summative assessment.

European academic libraries Key Performance Indicators (KPI)

2019 ◽  
Vol 20 (3) ◽  
pp. 143-158
Author(s):  
Cecile Swiatek
Keyword(s):  
Comparative Study ◽  
Academic Libraries ◽  
Performance Indicators ◽  
Research Performance ◽  
Key Performance Indicators ◽  
Strong Increase ◽  
Library Services ◽  
Content Type ◽  
And Performance ◽  
Teaching Learning

Purpose The French academic libraries directors association (ADBU) launched and updated a European comparative study on Key Performance Indicators (KPI) in Academic Libraries over the 2013–2017 period. The purpose of this paper is to briefly present the ADBU initiative; its main focus is how to use these figures to ground decision making process, notably so as to better assess the contribution of libraries in student success or research performance. Design/methodology/approach As universities and academic libraries are facing research evolutions and teaching/learning new models, a strong increase in students’ number is observed everywhere in Europe. This trend will most probably continue in the coming years and the pressure on academic libraries will grow. That is why the French ADBU took the initiative to launch a European comparative study on key and performance indicators in Academic Libraries over the 2013–2016 period. Data were updated in 2019, covering 2017 figures and including additional countries. Findings Thanks to the European partners and the help of a consultant firm, the first observations were updated with the 2017 figures and the country scope grew broader. Libraries buildings and equipment, space and seats per student, opening days and hours, frequentation rate, library services, users training, staff per student/documentary budgets/total expenditure, staff training, documentation loans/consultation/downloads: these KPI are gathered and can be compared in both relative and absolute value. Originality/value The ADBU initiative is unique, results are widely shared.

scholarly journals Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

2021 ◽  
Vol 11 (7) ◽  
pp. 360
Author(s):  
Kwong Tung Chan
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
New Technology ◽  
Chinese Language ◽  
Language Assessment ◽  
Local Context ◽  
Assessment Literacy ◽  
Challenges And Opportunities ◽  
Lesson Delivery ◽  
Teaching Learning

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

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