Practices in utilization of formative assessment for learning by students and lecturers at Fort Portal College of Health Sciences

Abstract

Introduction: Assessment strategies in higher education have been intended to promote student learning, (Sambell et al., 2013). Formative assessment refers to a variety of in-process evaluation methods that teachers, and students use for purposes of identifying areas for improvement, in order to increase student achievement (Perry, 2013). Practices aimed at utilizing formative assessments in health professional training include constructive peer and teacher feedback, self-assessment, authentic assessment tasks etc. Formal formative assessment was introduced in Uganda Allied Health professionals’ training in the year 2011 after more than forty years of entirely summative assessments that until the year 2000, were done once at the end of the academic year. Between 2001 and 2011, formal assessment in Allied Health Training Schools would be conducted at the end of the semester. Currently, formative assessments have been fully incorporated into the training curricula of all Allied Health professions in Uganda, including Fort Portal COHES. However, the utilization of the formative assessments to enhance student learning has not been evaluated. Study aim: The aim of this study was to evaluate how formative assessment, has been utilized for improved students’ learning at Fort Portal college of Health sciences. Study objective: To establish the practices of students and lecturers in utilizing formative assessment for improved student learning outcomes at Fort Portal School of Clinical Officers. Methods; A qualitative study was conducted among senior students and senior lecturers at Fort Portal School of Clinical officers. Convenience Purposive sampling method was used to recruit participants into the study. Data was collected through in-depth interviews, Focus group discussions and Key informant interviews. Thematic analysis was used for data processing. Results: Findings showed that Course work assignments, progressive tests, teacher feedback and follow up of students in clinical placements were the main lecturers’ practices of ensuring student learning. On the other hand, students’ practices of utilizing formative assessment for learning include group discussions, practical application of theory in practical placements, self-evaluation and peer mentoring. Conclusions: Formative assessments at Fort Port portal SOCO have been utilized through frequent progressive tests, collaborative student learning, constructive teacher and peer feedback, follow-up of students in practical and clinical placements and students’ self-evaluation. However, there is need to maximize the benefits of formative assessments especially through promotion of awareness of the rationale and best practices of utilizing formative assessment for improved student learning outcomes in Allied Health training institutions.