Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Motivational Cycle01:20

Motivational Cycle

1.4K
The motivational cycle is a key concept that explains how individuals are motivated to meet their needs. At its core, the cycle revolves around four distinct stages: need, drive, goal-directed behavior, and goal achievement. These stages respond to imbalances in the body or mind, prompting actions that restore balance.
The cycle begins with a need. This need can arise from various conditions, such as hunger, thirst, or temperature changes. For instance, when an individual feels cold, their body...
1.4K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

2.4K
The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
2.4K
Purposive Learning01:22

Purposive Learning

694
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
694
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.4K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
2.4K
Metacognition01:26

Metacognition

1.2K
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
1.2K
Self-Evaluation Maintenance Model01:29

Self-Evaluation Maintenance Model

427
The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
427

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Cell-specific mechanisms drive connectivity across the time course of Huntington's disease.

Nature communications·2025
Same author

Lumbar puncture safety and tolerability in premanifest and manifest Huntington's disease: a multi-analysis cross-sectional study.

Scientific reports·2022
Same author

Comparing approaches for selection, development, and deployment of extended reality (XR) teaching applications: A case study at The University of Newcastle Australia.

Education and information technologies·2022
Same author

Has pedagogy, technology, and Covid-19 killed the face-to-face lecture?

Anatomical sciences education·2022
Same author

Anatomy education beyond the Covid-19 pandemic: A changing pedagogy.

Anatomical sciences education·2022
Same author

Neurofilament light-associated connectivity in young-adult Huntington's disease is related to neuronal genes.

Brain : a journal of neurology·2022

Related Experiment Video

Updated: May 7, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

7.6K

Motivating student learning using a formative assessment journey.

Darrell J R Evans1, Paul Zeun, Robert A Stanier

  • 1Office of the Pro Vice-Chancellor (Learning and Teaching), Monash University, Melbourne, Australia.

Journal of Anatomy
|October 12, 2013
PubMed
Summary

Formative assessment journeys, using spaced education, enhance student engagement and learning by providing regular feedback and interactive activities. This approach supports continuous learning rather than cramming for exams.

Keywords:
anatomyfeedbackformative assessmentquizspaced educationstudent learning

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.2K

Related Experiment Videos

Last Updated: May 7, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

7.6K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.2K

Area of Science:

  • Educational Psychology
  • Pedagogy

Background:

  • Formative assessment is crucial for improving student learning by identifying knowledge gaps and guiding future study.
  • Traditional assessment methods may not fully leverage the benefits of continuous feedback and engagement.

Purpose of the Study:

  • To demonstrate a 'formative assessment journey' model integrating spaced education principles.
  • To incorporate engaging, interactive, and entertaining elements into formative assessments.
  • To evaluate the effectiveness of this approach through mixed methods.

Main Methods:

  • Development of a multi-assessment 'formative assessment journey' using spaced education.
  • Integration of active learning, interactive, and entertaining assessment components.
  • Mixed-methods evaluation including student questionnaires, focus groups, and teacher observations.

Main Results:

  • Formative assessment journeys achieved high student engagement and positive responses.
  • Assessments with active learning elements and quizzes were particularly popular among students.
  • Usage data and feedback indicated strong student reception to the spaced education model.

Conclusions:

  • Formative assessment journeys can significantly boost student engagement and provide valuable learning direction.
  • A spaced education approach fosters continuous learning, contrasting with traditional pre-examination study periods.
  • Interactive and quiz-based formative assessments are effective in maximizing student participation and enthusiasm.