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A Faculty Toolkit for Formative Assessment in Pharmacy Education
Margarita V DiVall1, Greg L Alston2, Eleanora Bird3
1School of Pharmacy, Northeastern University, Boston, Massachusetts.
American Journal of Pharmaceutical Education
|June 10, 2015
Summary
Formative assessment strategies enhance student learning and teaching. This paper explores various techniques, including reflective writing and technology, to improve educational outcomes and faculty development.
Area of Science:
- Medical Education
- Educational Psychology
Background:
- Formative assessment is crucial for improving student outcomes and the instructional process.
- Distinguishing formative assessment from summative assessment is key to effective evaluation.
Purpose of the Study:
- To enhance understanding of formative assessment and its application in diverse educational settings.
- To educate faculty on adaptable formative assessment techniques.
- To explore the role of technology and reflective practices in formative assessment.
Main Methods:
- Definition and distinction between formative and summative assessment.
- Discussion of various formative assessment strategies across different educational environments (classroom, lab, experiential, interprofessional).
- Exploration of reflective writing, portfolios, and technology in formative assessment.
Main Results:
- Adaptable formative assessment strategies can be implemented in various educational settings.
- Reflective writing, portfolios, and technology offer valuable tools for formative assessment.
- Faculty teaching can be effectively assessed using formative approaches.
Conclusions:
- Implementing formative assessment fosters a culture of continuous improvement for both students and faculty.
- 360-degree assessment is vital for developing student achievement and effective educators.
- Formative assessment is integral to enhancing educational quality and achieving learning outcomes.
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