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An assessment model blending formative and summative assessments using the SOLO taxonomy
Malmö University, Faculty of Odontology (OD).ORCID iD: 0000-0003-3173-7577
Malmö University, Faculty of Odontology (OD).
2023 (English)In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 27, no 1, p. 149-157Article in journal (Refereed) Published
Abstract [en]

INTRODUCTION: Formative assessment with emphasis on feedback has been linked to developmental purposes of assessment, whilst summative assessment is assumed to focus on judgemental and quality assurance purposes. This dichotomy is questioned but designs to blend formative and summative assessments in constructive ways are rare in health care education.

METHODS: We have designed an assessment model blending formative and summative assessments . In the formative assessment at the end of a course, students' responses to real-life scenarios with questions demanding responses at the relational level of understanding were assessed at three levels of understanding (incorrect, descriptive, and relational) modified after the SOLO taxonomy. Students were presented with individual feedback for each response. At the summative assessment of a subsequent course, the students' new responses were assessed underpinning a final judgement of students' performance. The assessment model was justified across three student cohorts.

RESULTS: Both formative and summative assessment events of the model provided information about the levels of understanding, unique to each student. A comparison of results from the assessments demonstrated that most responses developed to a higher level of understanding. With the summative assessment it was possible to make judgements about whether or not individual students passed the pre-set standards.

CONCLUSIONS: We argue that the current assessment model presents real interdependence between formative and summative assessments and can provide information that meets the needs of students as learners, education institutes, and health care organisations. The SOLO taxonomy can be used to emphasise the importance of developing and assessing cognitive complexity.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023. Vol. 27, no 1, p. 149-157
Keywords [en]
SOLO taxonomy, assessment, dental education, feedback, learning, understanding
National Category
Dentistry Didactics
Identifiers
URN: urn:nbn:se:mau:diva-50052DOI: 10.1111/eje.12787ISI: 000761539300001PubMedID: 35132742Scopus ID: 2-s2.0-85125418895OAI: oai:DiVA.org:mau-50052DiVA, id: diva2:1636392
Available from: 2022-02-09 Created: 2022-02-09 Last updated: 2024-02-05Bibliographically approved

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Svensäter, GunnelRohlin, Madeleine

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