The use of interactive formative assessments with first-year occupational therapy students

Aims: The literature suggests that the effective use of formative assessments enables timely and constructive feedback to be provided to students, leading to enhanced learning. In this article, the effect of the combined use of different interactive formative assessments during large group tutorials was investigated. Methods: This study was carried out in 2009, and involved 115 first-year occupational therapy university students. Game-show quizzes involving the use of audience response system took place during the tutorials to enhance student engagement. Collaborative group testing where quizzes were presented individually, then in groups, was also used. Each student involved was asked to generate questions and answers that contributed to the quizzes and their exam. To examine the influence of interactive formative assessments, two methods of data analysis were used. First, a comparison of the 2009 cohort's exam results with those of the previous year's equivalent students and second, a qualitative analysis of students' completed evaluation questionnaires. Findings: When compared to the previous year's cohort, there was a significant difference in the students' exam results (p < 0.001). Qualitative descriptive analysis of evaluation questionnaires suggested that students perceived the interactive formative assessments as engaging, and assisted them in identifying knowledge gaps and focusing their exam revision. Conclusions: Interactive formative assessments presented in this study led to enhanced learning and were viewed by the students as being fun and engaging, as well as providing immediate feedback.