Is formative assessment an effective way to improve learning? A symposium at Experimental Biology 2008-Reference-Cited by-同舟云学术

Is formative assessment an effective way to improve learning? A symposium at Experimental Biology 2008

Published:2008-12 Issue:4 Volume:32 Page:337-338
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Cliff William¹,Freeman Scott²,Hansen Penelope A.³,Kibble Jonathan D.³,Peat Mary⁴,Wenderoth Mary Pat²

Affiliation:

1. Niagara University, Niagara, New York

2. University of Washington, Seattle, Washington

3. Memorial University of Newfoundland, St. John's, Newfoundland, Canada

4. University of Sydney, Sydney, New South Wales, Australia

Abstract

Formative assessment is designed to provide information about students' learning to help them and their teachers to identify deficiencies and misconceptions. It differs from summative assessment, which aims to rank students according to their achievements to determine which students pass or fail or to assign grades to students. This article reports on a symposium concerned with evidence for the effectiveness of formative assessment in improving learning. It was presented by the Teaching of Physiology Section of the American Physiological Society at the Experimental Biology Meeting of 2008.

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

Link

https://www.physiology.org/doi/pdf/10.1152/advan.90175.2008

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