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

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First-year veterinary students positively embraced online, timed, closed-book formative assessments. They prefer flexible scheduling and immediate feedback, highlighting the need for structured learning balanced with critical thinking development.

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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.