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Investigation of Formative Assessment of Learning (INFORMAL): The Performance Indicator Tool (PIT)

Investigation of Formative Assessment of Learning (INFORMAL): The Performance Indicator Tool (PIT) This pilot study evaluated the student user experience of a performance indicator tool (PIT) for formative assessment of a cohort of fourth year medical undergraduates undertaking a 12 week rotation. Scoping and elaboration for the standalone web-based tool was based on the existing paper-based formative assessment system for which training and secure access was made available through the Virtual Campus at King’s College London. Thirty-eight participants were randomly assigned to four groups. A baseline survey on formative assessment was carried out in Term 1 by all groups. In Term 2, two groups received the PIT and two the paper-based system. The PIT and paper-based groups were further split into those who gained formative assessment at the end, and those at the middle and end of rotation. Evaluation was by online student satisfaction questionnaires and focus groups. Term 1 baseline survey (n = 13) revealed a lack of one-to-one formal feedback. In evaluation by satisfaction questionnaire (n = 8) and focus groups (n = 30), students valued personalised feedback, and mid-rotation feedback allowed students to reflect prior to the end of rotation. However, some students felt that their tutor did not know them as well as others, thus adversely affecting their feedback. A functional web-based PIT was developed including tutor–student discussion spaces. Students found feedback very valuable. Those involved found the PIT easy to access and use, preferring formative assessment two thirds into the rotation. The PIT has wider applicability within the College for all healthcare faculties and may help improve student satisfaction. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Investigation of Formative Assessment of Learning (INFORMAL): The Performance Indicator Tool (PIT)

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References (15)

Publisher
Springer Journals
Copyright
Copyright © 2017 by Springer Science+Business Media Dordrecht
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-017-9307-2
Publisher site
See Article on Publisher Site

Abstract

This pilot study evaluated the student user experience of a performance indicator tool (PIT) for formative assessment of a cohort of fourth year medical undergraduates undertaking a 12 week rotation. Scoping and elaboration for the standalone web-based tool was based on the existing paper-based formative assessment system for which training and secure access was made available through the Virtual Campus at King’s College London. Thirty-eight participants were randomly assigned to four groups. A baseline survey on formative assessment was carried out in Term 1 by all groups. In Term 2, two groups received the PIT and two the paper-based system. The PIT and paper-based groups were further split into those who gained formative assessment at the end, and those at the middle and end of rotation. Evaluation was by online student satisfaction questionnaires and focus groups. Term 1 baseline survey (n = 13) revealed a lack of one-to-one formal feedback. In evaluation by satisfaction questionnaire (n = 8) and focus groups (n = 30), students valued personalised feedback, and mid-rotation feedback allowed students to reflect prior to the end of rotation. However, some students felt that their tutor did not know them as well as others, thus adversely affecting their feedback. A functional web-based PIT was developed including tutor–student discussion spaces. Students found feedback very valuable. Those involved found the PIT easy to access and use, preferring formative assessment two thirds into the rotation. The PIT has wider applicability within the College for all healthcare faculties and may help improve student satisfaction.

Journal

"Technology, Knowledge and Learning" – Springer Journals

Published: Feb 27, 2017

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