抄録
Formative assessment which refers to frequent, interactive assessments of student progress and understanding is one of the most effective strategies for promoting high student performance and developing students' "learning to learn" skills. Portfolio (personal record of learning) is a useful tool for tracking individual student progress toward learning goals. We conducted the questionnaire survey in 14 National Universities on approach to the formative assessment methods and the use of portfolio in the long-term practice experience (pharmacy clerkship) at community pharmacy and hospital pharmacy which was undergone for the first time in 2010. The finding obtained from our questionnaires implicated that portfolio is useful for sharing information among student, tutorial pharmacist and faculty members. All universities have provided tools for visible assessment of student achievement. However, they are not used enough for feedback on student performance, and formative assessment is not practiced systematically. A reason seems to be differences in understanding of it. In addition to improvement of the tools to support formative assessment, promotion of effective assessment practice will need for systematic evaluation.
| 元の言語 | 英語 |
|---|---|
| ページ（範囲） | 365-368 |
| ページ数 | 4 |
| ジャーナル | Yakugaku zasshi : Journal of the Pharmaceutical Society of Japan |
| 巻 | 132 |
| 発行部数 | 3 |
| DOI | |
| 出版物ステータス | 出版済み - 1 1 2012 |
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All Science Journal Classification (ASJC) codes
- Pharmacology
- Pharmaceutical Science
これを引用
[Development of evaluation methods for student performance in National Universities : formative assessment and portfolio]. / Takiguchi, Yoshiharu; Arai, Kunizo; Ieiri, Ichiro; Uejima, Etsuko; Hirata, Kazumasa.
：: Yakugaku zasshi : Journal of the Pharmaceutical Society of Japan, 巻 132, 番号 3, 01.01.2012, p. 365-368.研究成果: ジャーナルへの寄稿 › 評論記事
}
TY - JOUR
T1 - [Development of evaluation methods for student performance in National Universities
T2 - formative assessment and portfolio].
AU - Takiguchi, Yoshiharu
AU - Arai, Kunizo
AU - Ieiri, Ichiro
AU - Uejima, Etsuko
AU - Hirata, Kazumasa
PY - 2012/1/1
Y1 - 2012/1/1
N2 - Formative assessment which refers to frequent, interactive assessments of student progress and understanding is one of the most effective strategies for promoting high student performance and developing students' "learning to learn" skills. Portfolio (personal record of learning) is a useful tool for tracking individual student progress toward learning goals. We conducted the questionnaire survey in 14 National Universities on approach to the formative assessment methods and the use of portfolio in the long-term practice experience (pharmacy clerkship) at community pharmacy and hospital pharmacy which was undergone for the first time in 2010. The finding obtained from our questionnaires implicated that portfolio is useful for sharing information among student, tutorial pharmacist and faculty members. All universities have provided tools for visible assessment of student achievement. However, they are not used enough for feedback on student performance, and formative assessment is not practiced systematically. A reason seems to be differences in understanding of it. In addition to improvement of the tools to support formative assessment, promotion of effective assessment practice will need for systematic evaluation.
AB - Formative assessment which refers to frequent, interactive assessments of student progress and understanding is one of the most effective strategies for promoting high student performance and developing students' "learning to learn" skills. Portfolio (personal record of learning) is a useful tool for tracking individual student progress toward learning goals. We conducted the questionnaire survey in 14 National Universities on approach to the formative assessment methods and the use of portfolio in the long-term practice experience (pharmacy clerkship) at community pharmacy and hospital pharmacy which was undergone for the first time in 2010. The finding obtained from our questionnaires implicated that portfolio is useful for sharing information among student, tutorial pharmacist and faculty members. All universities have provided tools for visible assessment of student achievement. However, they are not used enough for feedback on student performance, and formative assessment is not practiced systematically. A reason seems to be differences in understanding of it. In addition to improvement of the tools to support formative assessment, promotion of effective assessment practice will need for systematic evaluation.
UR - http://www.scopus.com/inward/record.url?scp=84857875413&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84857875413&partnerID=8YFLogxK
U2 - 10.1248/yakushi.132.365
DO - 10.1248/yakushi.132.365
M3 - Review article
C2 - 22382844
AN - SCOPUS:84857875413
VL - 132
SP - 365
EP - 368
JO - Yakugaku Zasshi
JF - Yakugaku Zasshi
SN - 0031-6903
IS - 3
ER -