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CARNEGIE MELLON

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Formative assessment

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

draw a concept map in class to represent their understanding of a topic

submit one or two sentences identifying the main point of a lecture

turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

CONTACT US to talk with an Eberly colleague in person!

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Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University

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Example from a Course

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Contains descriptors for each Certification Level

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Office of the Provost and Vice-President (Academic) | University of Guelph

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This table presents a framework to communicate the constructive alignment of course-level learning outcomes with assessments, teaching and learning activities, as well as how the course level learning outcomes fit within the context of the program or major. This framework can be used to support course design as well as to communicate this alignment to colleagues and students.

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University of Guelph Guide to Developing & Assessing Learning Outcomes

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University of Guelph Guide to Developing & Assessing Learning Outcomes

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Progression of Outcomes & Competencies - NECO

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Progression of Outcomes & Competencies - NECO

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Year 1

Within your first weeks at New England College of Optometry, you begin screening children in our screenings and observations clinical program. You also observe practitioners providing direct patient care. Your classroom work centers on anatomy, physiology, and other basic sciences, as well as vision and optics fundamentals, public health and policy, and clinical reasoning.

As a first year student, you can expect to attend laboratory sessions and small group seminar discussions in the mornings, as well as screenings and observations in morning sessions at area schools and pre-schools. Your afternoons will be spent in lectures. Your optometry courses will center on refraction and functional testing in the first year.

By the end of your first term, you will be able to independently perform a vision screening on a child. By the end of your first year at NECO, you will have learned to perform refractions, lensometry, and visual acuity tests and you will be able to perform some of the basic elements of a comprehensive, primary-care eye exam.

Year 2

As a second year student at NECO, your clinical assignments become more advanced: you become part of an eye care delivery team, acquire a deeper understanding of patient care, and learn how to effectively communicate with patients. The focus of your classroom work changes in your second year, too. Your courses cover advanced optics concepts, general medicine and pharmacology, and practice management. Your optometry courses center on ocular disease, refraction, and more advanced patient communication.

You can expect to attend laboratory sessions and small-group seminar discussions each afternoon. You will also be assigned to a clerkship for one afternoon a week at New England College of Optometry (NECO) Center for Eye Care or at an affiliated practice or health center in the NECO Clinical Network. All of your weekday mornings will be spent in lectures. By the end of your second year, you will be able to conduct a comprehensive primary-care eye exam, reach a diagnosis, and outline a patient care plan.

Year 3

In your third year, you provide direct patient care at area community health centers, in VA hospitals, and in private practices. Your classroom work shifts to advanced ocular disease, advanced diagnostic techniques, and the treatment of pediatric and low vision patients. In your third year, you'll have the opportunity to take specialized elective seminars in the focus areas of community and world health, special populations, and advanced care and management. Your third year is all about preparing you for your final year.

You also spend more time in clinic and small discussions. You will be in a community health center, VA hospital, private practice, or NECO Center for Eye Care clinic for one to three days per week. By the end of your third year at NECO, you will be proficient in full-scope primary care optometry and contact lenses. You will also take the National Board of Examiner's in Optometry's part I exam, Applied Basic Science, a written exam covering basic science and pharmacology concepts.

Year 4

As a fourth year, you see different populations of patients within each rotation, providing you with a rich and challenging clinical experience. Our affiliated clinical rotation sites are located in over thirty states, three Canadian provinces, Spain, and in China. In your final year at NECO, you are truly a doctor in training. You complete four full time clinical rotations: a primary care, advanced care, and specialty care rotation, and an elective rotation.

Many students say the fourth year at New England College of Optometry is the most challenging and the most rewarding of all. It is a time of transition, as you finish your training at NECO and and take parts II and III of the National Board of Examiners exams. It is a time to apply for a license or residency, to prepare for graduation, and to begin your career as a skilled and successful optometrist.

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Four-Year OD Program Description | Academics | New England College of Optometry

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Within your first weeks at New England College of Optometry, you begin screening children in our screenings and observations clinical program. You also observe practitioners providing direct patient care. Your classroom work centers on anatomy, physiology, and other basic sciences, as well as vision and optics fundamentals, public health and policy, and clinical reasoning.

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Objectives & Learning Outcomes for Optometry Degree Program-NECO

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Objectives & Learning Outcomes for Optometry Degree Program-NECO

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Educational Objectives

The faculty of the New England College of Optometry has established a common set of objectives for all of its Doctor of Optometry educational programs. These objectives reflect the competencies expected of every graduate of the College, to enable the graduate to independently practice optometry anywhere in North America.

A Doctor of Optometry graduate from the New England College of Optometry must be knowledgeable in ophthalmic and systemic care, and possess a commitment to continuously improve knowledge and abilities. The graduate will be skillful in techniques and new technologies, skillful in problem solving, and will possess professional, ethical and compassionate behavior and standards. The graduate will be able to address community health issues and thrive in a changing health care environment.

Knowledgeable in visual, ocular and systemic care-the graduate shall:

know the structure and function of visual and systemic systems.

know the normal range of clinical findings.

recognize pre-disposing epidemiological, environmental, and etiological factors that require intervention to prevent visual deterioration or ocular disease.

understand the principles underlying the use of ophthalmic devices and procedures in the diagnosis, treatment, and management of visual conditions.

understand the mechanisms and interactions of pharmacological agents along with their safe and effective use in the diagnosis and treatment of ocular conditions.

understand the pathogenesis of disease and the implications for ocular health and function and be knowledgeable in ocular and laboratory testing used in the assessment of systemic, visual and ocular function.

know the scientific and statistical principles underlying the practice of optometry.

possess the initiative and critical acumen required to continuously improve their knowledge.

Skillful-the graduate shall demonstrate the ability to:

obtain the pertinent information about a patient using communication, observation, and diagnostic testing.

interpret results of common procedures, develop differential and definitive diagnoses, devise and implement treatment and management strategies, including the skillful use of ophthalmic materials.

recognize and triage life threatening and sight threatening problems.

be aware of the limitations of current procedures and the need to continuously learn, understand, develop and incorporate new technologies and procedures into examination strategies.

be skillful in organizing, integrating and applying knowledge.

apply scientific principles to problem solving by:
- identifying the problem
- retrieving relevant information from current knowledge of basic sciences
judging its adequacy, pursuing additional information and assessing its value
- interpreting and relating all data to the information obtained
- applying deductive reasoning to solve the problem
- monitoring outcomes and modifying management strategies

Professional and ethical-the graduate shall demonstrate:

knowledge of principles that govern ethical decision making and respect for the dignity of the patient.

honesty and integrity in patient and professional interactions and be mindful of ethical pitfalls, conflicts of interest and legal issues in various practice arrangements.

ability to provide compassionate care.

commitment to provide eye care regardless of the patient's economic means.

skill to identify and relate to the special needs of diverse patient populations.

understanding of community health issues.

how to use epidemiological factors to identify and respond appropriately to environmental issues affecting eye disease.

how to thrive in a changing health care (eye care) marketplace.

understanding of organizational and financial issues of private practices, health centers, HMOs and hospitals.

recognition that health care is a team approach which includes a wide range of professionals and practitioners in both the local and global communities.

ability to participate and take leadership in inter-disciplinary and multi-disciplinary health care communities.

understanding of the standard of care for various disease entities and to recognize the risks, consequences and legal implications of the failure to adhere to established and recognized standards.

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Student Learning Outcomes | Academics | New England College of Optometry

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The faculty of the New England College of Optometry has established a common set of objectives for all of its Doctor of Optometry educational programs. These objectives reflect the competencies expected of every graduate of the College, to enable the graduate to independently practice optometry anywhere in North America.

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Revised by Anderson & Krathwohl 2002

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Structure of Observed Learning Outcome (SOLO) Taxonomy

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Structure of Observed Learning Outcome (SOLO) Taxonomy

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Biggs & Collis 1982. The taxonomy is an alternative to Bloom. The cognitive complexity increases as we move up the pyramid.

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The means to execute Outcomes-based teaching & learning

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More links & documents on OBE

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interactive engagement in learning physics

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OBE, OBTL, physics, FCI, CSEM, Lawson Science Reasoning. Interested in improving learning of physics and science through the use of interactive engagement.Currently teaching basic physics & thermodynamics at Faculty of Applied Science, Universiti Teknologi MARA (UiTM).

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Padlet wall - My workshop at Taylor's Univ

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Padlet wall - My workshop at Taylor's Univ

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The way we act and respond to an issue or event

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The accuracy and precision of our response and action to an issue or event

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Killen on Validity of Outcomes-based Assessment

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Killen on Validity of Outcomes-based Assessment

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Killen on OBE Curriculum Design & Delivery

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Killen on OBE Curriculum Design & Delivery