The assessment strategy for implementation of the Union of European Medical Specialists' (UEMS) Immunology curriculum is based on a combination of formative and summative assessments. The strategy comprises a combination of workplace-based assessments and knowledge-based assessments designed to ensure acquisition of key learning outcomes as defined in the curriculum. The purpose of this paper i...

Black and Wiliam (1998a, 1998b) demonstrate that formative assessment is one of the most effective strategies for promoting student learning. Since the publication of their reviews, formative assessment has gained increasing international prominence in both policy and practice. However, despite this early innovation, the theory and practice of formative assessment are currently at a crossroads....

BACKGROUND Teachers strive to motivate their students to be self-directed learners. One of the methods used is to provide online formative assessment material. The concept of formative assessment and use of these processes is heavily promoted, despite limited evidence as to their efficacy. METHODS Fourth year medical students, in their first year of clinical work were divided into four groups...

Making judgements on the competency of our peers and trainees is important in patient healthcare. Inaccuracies in such judgements could place patients at risk. First described in 1979, Objective Structured Clinical Examinations (OSCEs) have become one of the most widely used methods of assessing aspects of clinical competency in healthcare education. This method of assessment was originally dev...

OBJECTIVE To evaluate the effectiveness of Formative Assessment in enhancing learning among dental students, and to interpret the assessment from students' perspective in this regard. METHODS The experimental non-randomised controlled study was conducted from January to June 2013 at Islamic International Dental College, Islamabad, and comprised first year Bachelor of Dental Surgery students a...

BACKGROUND Two goals of summative assessment in health profession education programs are to ensure the robustness of high stakes decisions such as progression and licensing, and predict future performance. This systematic and critical review aims to investigate the ability of specific modes of summative assessment to predict the clinical performance of health profession education students. ME...

Computer aided assessment (CAA) has been used to provide students w formative self-assessment. Students could access the material at any time an feedback sought to guide further learning. Comparison of two groups of students all of the material and those who used none) revealed that those students who performed significantly better in the end of module summative assessment. T performance was no...