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Motivating student learning using a formative assessment journeyStudents' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum.Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation.Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical studentsTeam Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia.Weaving together peer assessment, audios and medical vignettes in teaching medical terms.Using answer-until-correct examinations to provide immediate feedback to students in a pharmacokinetics course.Teaching ethics in neonatal and perinatal medicine: What is happening in Canada?Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference.Exploring assessment factors contributing to students' study strategies: literature review.Using patients as educators for communication skills: Exploring dental students' and patients' views.Applying learning theories and instructional design models for effective instruction.Justify Your Answer: The Role of Written Think Aloud in Script Concordance Testing.Otolaryngology residency education: a scoping review on the shift towards competency-based medical education.Impact of Combined modular assessment on deep learning and personal development of medical students.Managing extremes of assessor judgment within the OSCE.The positive impact of team-based virtual microscopy on student learning in physiology and histology.An observational study investigating the impact of simulated patients in teaching communication skills in preclinical dietetic students.A progressive assessment strategy improves student learning and perceived course quality in undergraduate physiology.Students' motives for using online formative assessments when preparing for summative assessments.Workplace-based assessment and students' approaches to learning: a qualitative inquiry.Red, yellow and green: What does it mean? How the progress test informs and supports student progress.Clinical teaching and supervision in postgraduate psychiatry training: the trainee perspective.Twelve tips on how to survive PBL as a medical student.Assessment of anatomical knowledge for clinical practice: perceptions of clinicians and students.Triangulation of written assessments from patients, teachers and students: useful for students and teachers?Methods to assess students' acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum.Educational impact of Mini-Clinical Evaluation Exercise: A game changer.Online formative assessments: exploring their educational value.Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review
P2860
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P2860
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年学术文章
@wuu
2005年学术文章
@zh
2005年学术文章
@zh-cn
2005年学术文章
@zh-hans
2005年学术文章
@zh-my
2005年学术文章
@zh-sg
2005年學術文章
@yue
2005年學術文章
@zh-hant
name
Formative assessment: a key to deep learning?
@en
Formative assessment: a key to deep learning?
@nl
type
label
Formative assessment: a key to deep learning?
@en
Formative assessment: a key to deep learning?
@nl
prefLabel
Formative assessment: a key to deep learning?
@en
Formative assessment: a key to deep learning?
@nl
P1433
P1476
Formative assessment: a key to deep learning?
@en
P304
P356
10.1080/01421590500129159
P577
2005-09-01T00:00:00Z