Formative assessment and student understanding of structure-function

Abstract

Formative assessment provides feedback to both students and instructors about the process of learning. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. This study contributes to existing research about student conceptual understanding of the core concepts. Implications for practitioners include the design of formative assessments and a suite of questions to be used to gauge student understanding of structure-function.