Evidence-Based Analysis of Formative Assessment

This study examined evidence for the effectiveness of one approach to formative assessment based on students' anonymous reports of material that was “best learned” and “least learned” at the end of each lecture. Responses to “least learned” information were covered in subsequent lectures or were placed on Blackboard. Two graduate classes' judgments of the effectiveness of this approach to formative assessment were examined, along with the specific topics that were reported to present the most difficulty according to their reports of “least learned” information. Two classes participated in this study: 20 students in the first class and 21 in the second. Students were presented with a questionnaire that contained a Likert Scale that asked if this approach led to (a) better understanding of course material, (b) better coverage by the instructor, (c) appreciation of anonymity, (d) asking more questions, and (e) more confidence in asking questions. There was no significant difference between the responses to the questionnaire for the first class and the second class. Students reported benefits of formative assessment which provides an ongoing and evidence-based analysis of learning skills.