Formative assessment

Abstract

Assessment is a complex process, serving a wide range of differing functions. Formative assessment is a powerful driver for learning, involving a dynamic interaction between students and their teachers to drive up the quality of the educational process. Grounded in social constructivist theories of education, effective formative assessment, or assessment for learning, utilizes constructive feedback as the tool by which students gain confidence and skills in self-regulation and reflection as well as the autonomy required for lifelong learning. In a programme of formative assessment, students are aware of the learning outcomes of the curriculum and the requirements for success. They are encouraged to examine their learning needs in order achieve their goals and also to engage in assessment of their own work and that of their peers, thereby developing a deeper understanding of their subject. Within an educational institution, assessment procedures should be explicitly aligned with the intended learning outcomes so that both formative and summative assessments directly facilitate learning and are embedded in curriculum design and review. By placing assessment at the heart of learning, a well developed programme of formative assessment can be an effective way of influencing institutional culture, ensuring that data gathered from all forms of assessment are analysed and used in a programme of continuous educational improvement. Formative assessment is employed in all educational sectors and has particular relevance to medical education in which observed practice and experiential learning are central to the educational process. The valuable skills for lifelong learning which are fostered by effective formative assessment are a feature of medical education and a key requirement for good medical practice.