A Faculty Toolkit for Formative Assessment in Pharmacy Education

作者：DiVall Margarita V^*; Alston Greg L; Bird Eleanora; Buring Shauna M; Kelley Katherine A; Murphy Nanci L; Schlesselman Lauren S; Stowe Cindy D; Szilagyi Julianna E

来源：American Journal of Pharmaceutical Education, 2014, 78(9): 160.

DOI：10.5688/ajpe789160

• formative assessment
• faculty development
• pharmacy education
• teaching-learning process

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

• 出版日期2014
• 单位东北大学