Kulasegaram Kulamakan, Rangachari Patangi K
The Wilson Centre and Department of Family & Community Medicine, Faculty of Medicine, University of Toronto , Toronto, Ontario , Canada.
Bachelor of Health Sciences (Honors) Program, Department of Medicine, Faculty of Health Sciences, McMaster University , Hamilton, Ontario , Canada.
Adv Physiol Educ. 2018 Mar 1;42(1):5-14. doi: 10.1152/advan.00122.2017.
Formative assessments can enhance and enrich student learning. Typically, these have been used to provide feedback against end-of-course standards and prepare students for summative assessments of performance or measurement of competence. Here, we present the case for using assessments for learning to encompass a wider range of important outcomes. We discuss 1) the rationale for using assessment for learning; 2) guiding theories of expertise that inform assessment for learning; 3) theoretical and empirical evidence; 4) approaches to rigor and validation; and 5) approaches to implementation at multiple levels of the curriculum. The literature strongly supports the use of assessments as an opportunity to reinforce and enhance learning. Physiology teachers have a wide range of theories, models, and interventions from which to prepare students for retention, application, transfer, and future learning by using assessments.
形成性评估可以加强和丰富学生的学习。通常情况下，这些评估用于根据课程结束时的标准提供反馈，并让学生为总结性的表现评估或能力测量做好准备。在此，我们阐述将学习评估用于涵盖更广泛重要成果的理由。我们讨论：1）使用学习评估的基本原理；2）为学习评估提供依据的专业指导理论；3）理论和实证证据；4）严谨性和验证方法；5）在课程多个层面的实施方法。文献有力地支持将评估作为强化和提升学习的契机。生理学教师有广泛的理论、模型和干预措施，可借此利用评估让学生为知识留存、应用、迁移及未来学习做好准备。
