Assessment model blending formative and summative assessments using the SOLO taxonomy
Gunnel Svensäter1, Madeleine Rohlin1
1Faculty of Odontology, Malmö University, Malmö, Sweden.
Summary
This study introduces a blended assessment model in health care education, showing that combining formative and summative assessments improves student understanding and performance evaluation. The model effectively tracks cognitive complexity development.
Area of Science:
- Medical Education
- Assessment in Health Professions
Background:
- Traditional assessment in health care education often separates formative (developmental) and summative (judgemental) purposes.
- Blending these assessment types constructively is uncommon in health care education.
Purpose of the Study:
- To design and evaluate a novel assessment model that integrates formative and summative assessments.
- To explore the utility of the SOLO taxonomy in assessing cognitive complexity within this blended model.
Main Methods:
- Developed a blended assessment model using real-life scenarios and feedback.
- Assessed student responses at three levels of understanding (incorrect, descriptive, relational) based on the SOLO taxonomy.
- Validated the model across three student cohorts.
Main Results:
- Both formative and summative components provided unique insights into individual student understanding.
- The blended approach demonstrated a progression in students' cognitive complexity.
- Summative assessments effectively determined student performance against set standards.
Conclusions:
- The proposed model establishes a functional interdependence between formative and summative assessments.
- This integrated approach meets the diverse needs of students, educational institutions, and health care organizations.
- The SOLO taxonomy is a valuable tool for assessing and promoting cognitive complexity in health care education.
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