The application and improvement measures of the formative assessment in PBL clinical teaching for long-schooling program

Abstract

Formative assessment is in conformity with the teaching concept of problem-based learning (PBL). It is to make a real-time, dynamic and sustainable observation and evaluation in the whole teaching process. It is helpful to improve learning and teaching continuously. The PBL clinical teaching courses of long-schooling program in our school obtained the certain effect. It used the formative evaluation mode. The homemade students mutual table and teacher evaluation table were used in PBL course. Specifically, students' self-evaluation and mutual-evaluation were made, and then teacher gave some comments in 10 minutes before the end of each class. Every student was scored by the group leader and teacher according to all these abilities, such as the power of expression, question ability, communication skills, coordination skills and the ability to access. At the end of one case study students wrote self assessment reports, and then the teacher wrote reviews, graded and gave feedback to students. However, the final scores were archived as data instead of being part of the course grade. The application of formative assessment has promoted the teaching effect of PBL. However, in the following practice, teachers should be targeted to solve the problems such as lack of teachers, the students' self evaluation and mutual evaluation being not fair and highly recognized, and a few students having slack psychology. Key words: Formative assessment; Problem-based learning; Students of long-schooling program; Improvement measures