Abstract
"Assessment" has various connotations, purposes and definitions. It is defined as "the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning": It employs a variety of methods to collect, analyze and interpret information in order to evaluate, measure, and document the academic readiness, learning progress, and skill acquisition as a result of their educational experience. Objectives of Assessment: The objective of an assessment program is not limited to determination of whether a student has acquired enough knowledge and skills to be allowed to practice these independently. More importantly it provides this information which can be used to refine the educational program in order to improve subsequent learning and development of students. It also provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational program Types of Assessments: There are various types of assessments described in literature but in health sciences educational program only two types are important, summative assessment and formative assessment. Summative assessment determines the extent to which a student has achieved curricular objectives. It is used to make pass/fail decisions and determine students' grades on predetermined criteria. In other words it is "assessment of learning". Formative assessment is a continuous and systematic process of gathering information, providing feedback and applying corrective measures during an ongoing educational program. It aims at improving the students' learning process by pointing out there deficiencies in learning and suggesting how to improve their knowledge and appreciation of the standards that are expected from them. In other words it is "assessment for learning". Formative assessment also helps the faculty in improving their instructional methods and programme directors in improving the programme
Correspondence: Dr. Fand Mudassar Hameed Assistant Professor, Surgery IIMC, Rawalpindi E-mail: fahad.mudassar@riphah.edu.pk
to achieve objectives of the programme. Types of Formative Assessment: Formative assessment is again of two types; Formal or Planned and Informal or Interactive.' Formal or Planned formative assessment is planned in advance to elicit information on students' understanding of subject and skill learning using specific assessment tasks. It measures the extent to which the students have learnt what they were intended to learn. Informal or Interactive formative assessment, on the other hand, can be used to collect a variety of information. It includes information on students' ongoing understanding and recall, scope and depth of prior knowledge, conception and interest in learning the subject. This information can then be used to devise strategies to enhance students' learning. To make formative assessment useful teachers must be able to assess the gathered information for its significance, interpret it correctly and devise appropriate interventions.
Table I: Comparison of Formal and Informal Formative Assessment
Formal or Planned Assessment Informal or Interactive Assessment Parts of the process are eliciting, interpreting and acting Parts of the process are noticing, recognizing and responding Carried out on all students simultaneously Carried out in small groups or individual students Carried out at long time intervals Carried out at short time intervals or even continuously Helps students to get through the curriculum Helps students in lifelong learning Assesses mainly the subject learning Assesses subject, personal and social learning as well as communication skills Relies on teacher's professional knowledge Relies on teacher's professional, social and cultural knowledge and communication skills
Masood Anwar, Fahd Mudassar Hameed. (2014) Formative Assessment for Undergraduate Medical Students, Journal of Islamic International Medical College, Volume-9, Issue-3.
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