Student Use and Perceptions of Embedded Formative Assessments in a Basic Science Veterinary Program

Area of Science:

• Veterinary Education
• Educational Technology
• Assessment Design

Background:

• The integration of online learning technologies in higher education is increasing.
• Formative assessments are crucial for student learning and feedback.
• Adapting traditional assessment methods to online formats presents unique challenges and opportunities.

Purpose of the Study:

• To implement and evaluate online, timed, closed-book formative assessments in a first-year undergraduate veterinary program.
• To understand student preferences regarding the administration and use of these assessments for learning.
• To inform future curriculum design in response to evolving educational delivery models.

Main Methods:

• Implementation of online, timed, closed-book formative assessments across multiple modules.
• Student surveys incorporating quantitative and qualitative feedback.
• Thematic analysis of qualitative data to identify student preferences.

Main Results:

• Students reported overwhelmingly positive experiences with online formative assessments.
• Clear preferences emerged for flexible scheduling (anytime access) and immediate feedback (model answers).
• Students desire more practice questions and structured learning activities, necessitating a balance with independent learning skill development.

Conclusions:

• Online formative assessments can be effectively integrated into existing veterinary curricula with minimal time investment.
• Student feedback provides valuable insights for optimizing assessment design and delivery in blended learning environments.
• Curriculum designers must balance structured learning support with the cultivation of critical thinking and independent learning skills in professional programs.