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Related Experiment Videos

Classroom assessment: linking teaching and learning

H I Melland1, C M Volden

  • 1Nursing Professionalism and Practice Department, College of Nursing, University of North Dakota, Grand Forks 58202-9025, USA.

The Journal of Nursing Education
|September 28, 1998
PubMed
Summary
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Formative evaluation, using classroom assessment techniques, offers valuable insights into student learning and effective teaching strategies in nursing education. These ongoing assessments help educators tailor methods for specific student groups and settings.

Area of Science:

  • Educational Assessment
  • Nursing Education Research

Background:

  • Formative evaluation is crucial for understanding student progress.
  • Effective teaching strategies require ongoing assessment data.
  • Classroom assessment techniques (CATs) provide a framework for formative evaluation.

Purpose of the Study:

  • To explore the utility of formative evaluation in educational settings.
  • To introduce Classroom Assessment Techniques (CATs) by Angelo and Cross.
  • To provide examples of CATs applied to nursing education.

Main Methods:

  • Review of formative assessment principles.
  • Description of CATs developed by Angelo and Cross.
  • Application of CATs to nursing education scenarios.

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Main Results:

  • Formative evaluation yields significant data on student learning.
  • CATs enable faculty to assess learning in real-time.
  • Selected CATs are applicable to diverse nursing education contexts.

Conclusions:

  • Formative evaluation and CATs enhance the effectiveness of teaching strategies.
  • Ongoing assessment supports evidence-based pedagogical decisions in nursing.
  • CATs are practical tools for nursing educators to improve student outcomes.