engleski

A Paradigmatic Shift from "Assessment of Learning" to "Assessment for Learning"

E-learning is not just the distribution of static resources but an active and engaging experience which, as its best, should become an online dialog between the student, the tutor and other students in the course. If e-learning does not include rich interactivity than major opportunities for using computers to enhance learning and test new skills will be missed. Interactivity can be achieved through various mechanisms including discussion boards and web conferencing (Kukolja Taradi, & Taradi, 2004) simulations, summative and formative assessments with context sensitive feedback etc. Our paper focuses just on one of these mechanisms to enrich e-learning, that is the use of formative assessment. Thus, it is important to start with the understanding that assessment is a form of interaction and communication that should be used as a teaching tool and not just as an evaluation mechanism. In this sense, web-based assessments need to be seen as an interactive mentoring opportunity used to guide activities. Therefore a difference should be perceived between "assessment of learning" and "assessment for learning". The former means assessment for the purposes of grading and reporting whereas the later relates to assessment whose intention is to enable students, through effective feedback, to fully understand their own learning and the goals they are aspiring for. Assessment for learning helps teachers and students to know whether that current understanding is a suitable basis for future learning. The aim of our study is to determine the effectiveness of a hybrid (face-toface/web-based) problem-based collaborative learning environment on student learning outcomes in acid-base physiology. We wanted to test the hypothesis that one way to improve student success is to increase the frequency of formative tests.

e-learning; medical education; assessment

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