Created by : Regina McEntee, Cherie Gibson & Megan Puls
Formative assessment is used to monitor student learning. This can be done by looking at the material presented, how the students understand it, and if things need to be reevaluated and changed. This will help faculty identify where there are strengths and weaknesses and adjust accordingly. An example of formative assessment is the use of the concept map. This will allow the student to demonstrate their understanding of the diagnosis that was assigned. This type of assessment is not used for grading purposes, it is used for learning.
Summative assessment is used to determine how effective the learning process was by evaluating the student at the end of a curriculum. The data is compared to a standard to determine if the learning was effective. An example of formative assessment is to take a test or write a paper on the information that was taught. This type of evaluation is used for grading. This is will also be a tool for the educator to note whether the learning was effective or needs adjustment.
FORMATIVE ASSESSMENT
Link & Article:
Roghieh, N., Fateme, H., Hamid, S. & Hamid, H. (2013). The effect of formative evaluation using "direct observation of procedural skills" (DOPS) method on the extent of learning practical skills among nursing students in the ICU. Iranian Journal of Nursing and Midwifery Research, (18)4, 290-293.
Summary:
The authors of this article conducted a semi-experimental study to determine the effect of evaluation on nursing students learning practical skills in an ICU setting. The formative evaluation method being studied was a direct observation of procedural skills (DOPS) method which allows an experienced assessor to observe a trainee’s performance during execution a procedure on a patient within the clinical setting. The authors go on to say that providing immediate and specific feedback allows for the enhancement of clinical practice.
A total of 41 students were enrolled in the study and were randomly assigned to two groups; intervention 21 students and control 20 students. All of the students completed an intensive care nursing course, with the same instructor and same teaching methods, where endotracheal suctioning and arterial blood sampling were studied in the required textbook as well as by observing the trainers performance. Additionally, of the 39 participants, 35 students had watched arterial blood sampling on video and 8 students directly observed nurses hands; 22 students watched endotracheal suctioning on video and 21 observed a nurse's performance. The control group was evaluated via a routine logbook assessment and the intervention group was evaluated using a formative assessment by DOPS method in conjunction with the routine logbook assessment. Endotracheal suctioning and arterial blood sampling were the chosen skills for this study. The final study group consisted of 39 students as two students were excluded d/t having prior hands-on experience in one or both skills.
All participants were tested on each skill at the beginning of this study and again at the end. Both groups were given a logbook and were required to perform each skill at least 3 times within a 10 day period. The log book for both groups consisted of various categories, totaling 20 points, in which the evaluator was able to assess the student’s function and write down feedback (strength/weakness/suggestions). Students were given a copy of the feedback. In addition to the logbook (written) feedback, the intervention group was provided with immediate feedback following skill demonstration.
The table (Table 1) below depicts a mean comparison for pre and post-test scores for both group’s performances on each skill. The results suggest that there was no difference in pre-test scores between the two groups; however, there was a significant difference in the post-test scores for both skills. The results also reveal that there was a significant difference for both procedures between the two groups. The authors also state that there is limited research/studies in relation to DOPS methods in nursing education. They also mention that this study was conducted on an ICU ward with 12-active beds, which may be a limitation to the results of the study. However, based on their findings, the authors suggest that the results of this study validate the use of DOPS as a method of formative feedback, as opposed to more routine assessment methods, for students learning practical skills. The results suggest that DOPS increased students arterial blood sampling and endotracheal suctioning skill performance in the ICU. Their recommendation is that this method should be explored for use in other wards, and for other skills.
Summative Assessment
Link and Article:
Wunder, L.L., Glymph, D.C., Newman, J., Gonzalez, V., Gonzalez J.E. & Groom, J.A. (2014) Objective Structured Clinical Examination as an Educational Initiative for Summative Simulation Competency Evaluation of First-Year Student Registered Nurse Anesthetists’ Clinical Skills. American Association of Nurse Anesthetists Journal. 82(6). 419-425.
Summary:
As previously discussed, summative assessment is the evaluation of student’s achievement of outcomes and the efficiency of the overall program. (Billings & Halstead, 2016)
Wunder, Glymph, Newman, Gonzalez, Gonzalez and Groom (2014) discuss the use of simulation as a summative assessment took for student nurse anesthetists. This simulation technique is used to recreate clinical experiences as a way of evaluating the students understanding of outcomes. The authors mention using an objective structured clinical examination (OSCE) tool during the students’ first year as their summative assessment. The use of OSCE as a summative assessment tool aims to decrease variables, make objectives easier to understand and decreased potential complexity. This allows students to actively practice what they learn and then be tested on that knowledge. The format further provides for scaffolding. The authors describe scaffolding as measuring summative outcomes as well as find where student’s need to improve, reflection, and reaching their goals.Since healthcare as a whole is focused on patient safety outcomes, the use of summative evaluation has become useful and relied on. The use of OSCE as a summative tool has proved to provide a conducive learning environment for gaining skills.
Link and Article:
Wunder, L.L., Glymph, D.C., Newman, J., Gonzalez, V., Gonzalez J.E. & Groom, J.A. (2014) Objective Structured Clinical Examination as an Educational Initiative for Summative Simulation Competency Evaluation of First-Year Student Registered Nurse Anesthetists’ Clinical Skills. American Association of Nurse Anesthetists Journal. 82(6). 419-425.
Summary:
As previously discussed, summative assessment is the evaluation of student’s achievement of outcomes and the efficiency of the overall program. (Billings & Halstead, 2016)
Wunder, Glymph, Newman, Gonzalez, Gonzalez and Groom (2014) discuss the use of simulation as a summative assessment took for student nurse anesthetists. This simulation technique is used to recreate clinical experiences as a way of evaluating the students understanding of outcomes. The authors mention using an objective structured clinical examination (OSCE) tool during the students’ first year as their summative assessment. The use of OSCE as a summative assessment tool aims to decrease variables, make objectives easier to understand and decreased potential complexity. This allows students to actively practice what they learn and then be tested on that knowledge. The format further provides for scaffolding. The authors describe scaffolding as measuring summative outcomes as well as find where student’s need to improve, reflection, and reaching their goals.Since healthcare as a whole is focused on patient safety outcomes, the use of summative evaluation has become useful and relied on. The use of OSCE as a summative tool has proved to provide a conducive learning environment for gaining skills.
Additional References:
Billings, D., & Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.). Missouri: Elsevier.
Iwasiw, C. &Goldenberg, D. (2015). Curriculum Development in Nursing Education (3rdd ed). Boston: Jones & Bartlett.
Billings, D., & Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.). Missouri: Elsevier.
Iwasiw, C. &Goldenberg, D. (2015). Curriculum Development in Nursing Education (3rdd ed). Boston: Jones & Bartlett.