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Teacher questioning is one the most frequently utilised approaches to informal assessment. Questions are often spontaneous or carefully considered at the planning stage. Whilst some questioning techniques aim to to stimulate thinking (e.g. rhetorical questions), they are mostly used to check student understanding. Methods such as Socratic questioning and funnel questions, involve further probing to elicit depth of understanding, tease out misconceptions and assumptions, and help learners assess their own understandings.

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As a summative assessment it is a good way to measure academic achievement at the end of the curriculum using the topics covered in the syllabus.It also allows the comparison of the performance of  students against a set of uniform standards, to give an overall view of students’ status and evaluate the effectiveness of the educational environment.

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Socratic questioning used throughout to gain insight into students level of understanding and engagement with curriculum. Continuous and informal assessment of learners to help identify their needs early on. Scaffolding approach whereby support gradually withheld as students demonstrate increasing achievement of understanding what curriculum is designed for them to understand. 

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Socratic questioning used throughout to gain insight into students level of understanding and engagement with curriculum. Continuous and informal assessment of learners to help identify their needs early on. Scaffolding approach whereby support gradually withheld as students demonstrate increasing achievement of understanding what curriculum is designed for them to understand. 

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Specific reviews of competency - ie at beginning, middle and end of training.

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Specific reviews of competency - ie at beginning, middle and end of training.

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The reviews act as a check point to ensure all students are meeting set standards. If not then students are targeted with additional support/given a point in the right direction.
The final review is what determines whether a student has passed the year - this will look at their portfolio, study day attendance, whether they satisfy various competencies etc.

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A form of formative assessment where the Foundation dentist (FD) chooses a patient case they have managed and presents to their Educational Supervisor (ES). The ES asks questions then grades the FD in the following areas: record keeping, investigations, diagnosis, treatment planning, patient management, professionalism, clinical judgement and case presentation. The purpose is to assess clinical, communication, professionalism skills. This allows the opportunity to identify and reinforce good management and identify further areas for improvement. This also provides evidence in the e-portfolio that the FD is meeting teh required competencies.

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Part of the WBPA's in the GP curriculum. They are a formative assessment tool but also used as part of a portfolio of evidence for summative assessment at ARCP.
They involve observing a consultation and evaluating it with the learner. I found this is a very powerful tool when a student and increasingly use it as a tool of getting a student to self-reflect upon their consulting and identify any difficulties they are having and working together to fulfil the learning needs identified.

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Students perform an observed assessment of a patient and then discuss formulation, diagnosis and management with their examiner. The purpose of this is to ensure students are competent at history taking and to provide formative feedback both on strengths and on areas for improvement.

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Session where students take historys in groups of 3. One student provides peer feedback against standard criteria (history checklist). Staff circulate and provide feedback also against standard criteria.
Purpose is to provide peer and staff feedback to students on thier communication skills. this allows self-reflection and students will have further time to practice within the next case

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Students take part in a mock OSCE, which is to help assimilate them to the environment of final year OSCE and help them with examination process and technique.

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Following a skill (e.g. history taking or clinical assessment). Using the Pendleton or ALOBA model the learner self-assesses their performance before feedback from peers and the tutor is given. This is an example of formative assessment and helps a learner to identify further learning needs and create a plan to achieve these needs.

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During OSCE practice sessions students were instructed to assess each other's techniques. The purpose was to engage the rest of the students, encourage sharing of techniques/tips, learn from peers and better understand what assessors are looking out for.

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Trainees are assessed by 2 anaesthetic consultants who are also part of a mannequin simulation. Airway scenarios are given and the trainee has to deal with the problems. Determines if a trainee is safe to do an on call shift where they may have to manage an airway on their own

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Foundation Year Doctors assessed by multiple members of the multidisciplinary team on standards such as team working, clinical decision making.
This allows for a wider assessment of the individual and their ongoing learning needs, especially in environments where their supervisor may not have direct involvement.

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During the rotation, students are given 2 extended clinical encounters - these take the form of the end of placement summative assessment but are not as time restricted to allow for more teaching and feedback. Following a patient encounter, feedback is given via ALOBA or pendleton to encourage self assessment before the teacher/peer feedback
ollowing a skill (e.g. history taking or clinical assessment). Using the Pendleton or ALOBA model the learner self-assesses their performance before feedback from peers and the tutor is given. Encourages student to make a development plan moving forward to improve in their next scenario/summative assessment.

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formative assessment at the middle of clinical attachment.
it is usually diagnostic were i show each of the students their strong points and the areas of improvement so they can be prepared to the final training assessment

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Often at the end of a teaching session there will be an informal quiz where students are questioned to key topics covered within the session to see what they have taken in. This is good to assess if learning has occurred and the teaching was sufficient, but bad as maybe more of a 'wrote' type of learning rather than an actual understanding.

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At the beginning of DFT DOPs completed whereby the educational supervisor assesses the patient when examining/treating a patient from start to finish. This allows for a debrief at the end of the session with verbal feedback, formalised with marking on each aspect and written feedback with trainee reflection as part of an e-portfolio. The purpose of this is to gauge the trainee's ability, skill and understanding ensuring they are competent with simple clinical tasks when starting out training, it is followed up by ADEPTs to further assess the learner as the year continues.

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This is a form of formative assessment adopted by Foundation trainees which is required for the successful completion of ARCP. This is where the Foundation doctors present a history of a patient which they have encountered in their clinical practice. The chosen case can explore a number of clinical problem categories from new patient, complexity, communication, amongst others. The focus of the encounter ranges from assessing a trainee’s ability to take a thorough history and diagnose a new patient, to managing a complex patient e.g. management of a variceal haemorrhage. The assessor (ordinarily a registrar or consultant) is then able to provide feedback on areas performed well and areas which require development, and the agreed action. The trainee is able to reflect on their learning event e.g. the ABCDE approach to the management of a patient with an upper gastrointestinal bleed and appropriate referral for endoscopic treatment.

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After my session, I will give an empty handout to my students and ask them to fill in the blank based on what they learn along the class. .
This helps to evaluate themselves, and it also helps me to identify students who need more help.

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Using online questioning software in lectures to actively involve all students in questions/quizzes. Graphically represents % of participants selecting each answer for MCQs to give teachers an idea of understanding of the cohort (therefore not suitable to ascertain individual ability or understanding)

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Throughout the placement students are expected to conduct a minimum of 3 CDFs - one during the placement, on in primary care and one at the end of the placement. These are not pass or fail, the are used as a formative assessment. The purpose is to provide an opportunity of direct clinical observation and feedback in an area that students feel most useful to their learning within the rotation. The aim is that students utilise this feedback to improve upon areas of weakness, and also to recognise areas in which they have good knowledge on. Without the basic requirement of 3, it may be that students would not actively complete and engage in this valuable learning opportunity due to having to be proactive in order to complete them. We provide a dedicated slot and time for their final CDF to ensure that they do get this valuable learning opportunity and an appropriate case for this learning opportunity, rather than being adhoc and rushed.

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12 contributors who give feedback on the clinical and nonclinical performances of a trainee - sources include other doctors, nurses, ward clerks, physiotherapists etc, designed to build an all round picture of the trainee

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Using an informal, hopefully fun, quiz at the end of a session allows learners to reflect on what they have learnt, and also allows the teacher to address some key points  to be taken away at the end of the session. It also acts as a form of evaluation for the teacher, in terms of what information from the session has stuck with students, which may allow for adjustments in future teaching.

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Having taught the group a topic I will often use a clinical scenario as a way of discussion informally so that I can identify what they have learnt as well as their ability to apply what they know to a problem

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Through observing students carrying out history taking, examination and procedural skills in a clinical setting allowing direct feedback following learning event and also student to reflect on their performance

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1) CDF's - year three students are expected to complete a number of CDF's over the year. These are 'Clinical Development Feedback' assessments and a certain number are more formal where a particular patient is chosen and time dedicated in the session for the assessment to be completed. Others are more informal and it is the students responsibility to identify suitable opportunities for them to be carried out. Students are observed undertaking a clinical skill or procedure e.g. history taking, examining etc and then feedback is provided in relation to performance. Having this regularly over the year allows for progress to be monitored and students can reflect on their performance and areas that need further development. The process means feedback is written down and students get a copy of this so can return to look at this if needed - as opposed to verbal, less formal feedback.

2) Practical tasks - during my sessions I try to include some sort of practical task after all of the theory has been discussed. This may be an exercise to carry out as a group or individually and is designed to allow me to see what they have learned from the session and correct any misconceptions. This may be something like a quiz, a matching exercise, labelling a diagram etc. Student have responded really well to these exercises feeling they are a way of revising or consolidating learning even though I am using them more as a means of testing their progress. The fact it doesn't feel like a test is a bonus as students have enjoyed them and reported they have been useful rather then feeling pressured to perform well because it is a 'test.'

I hope that makes sense!!

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On numerous occasions I have employed a cheap and quick method of self assessment. I have asked the students to rate how confident they feel on a topic through drawing a face/emoticon at the start of the session then afterwards. This activity is private by students can share their feelings if they feel comfortable to do so with their peers. The students can show themselves whether they have improved, or if they still feel uneasy or not at the level where they think they should be at you as the teacher can provide a safe opportunity to review the topic at another time.

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The PBA is a formative assessment tool used in surgery and it encompasses the trainer watching the student through the entire operative process (from greeting the patient and taking consent, to briefing the theatre team, to carrying out the procedure, writing the operation note and checking up on the patient afterwards). It is designed to assess both technical and non-technical skills and is very structured in its framework of what is to be achieved by the trainee. There is a clear method of assessing the trainee " satisfactory/ development required/ unsatisfactory" but also boxes for free text. There is space for the trainee to reflect on the learning experience.

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This form of assessment involves the students bring their attendance and logbook to a meeting. At that time they also bring a reflection on their learning, specifically mentioning any learning outcomes they feel they haven't met, the rationale behind this and a plan to address it.
It's purpose is twofold, firstly to assess students engagement with the module (logbook and attendance). Secondly to encourage students to become reflective practitioners (as advocated by GMC) and to understand the importance of and value in using this skill throughout their career in medicine.

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These can be useful to assess the communication skills of trainees from a different perspective than the examiner. They provide a second pair of eyes and can be quite revealing!

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Used throughout training for assessment of clinical and non-clinical skills. Contribute to ARCP. Utilise a variety of feedback tools involve direct observation and discussion. Can be adapted to assess particular aspects of practice

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These can be used to assess whether a student has been able to perform a collection of clinical tasks. Learners can include evidence such as written histories and feedback forms from doctors/teachers/nurses etc. who have observed them. For some components of the logbook (i.e. does not need to be signed by an observer) it is up to the student themselves to assess whether they have completed the objective. As such, they encourage students to take charge of their learning and assessments.

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Observed feedback on a students practise. Gives students an insight into their current practise, and advice on how to improve/elevate their performance

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Get the students to watch one another consulting with patients. Then ask the students to give feedback to one another on specific elements of their consultation skills after they have watched the consultation. Gives both the student doing the consulting some useful peer feedback, and the students giving feedback the experience of evaluating consultation skills.