title: A Faculty Toolkit for Formative Assessment in Pharmacy Education.
abstract: This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.
authors.affiliation: School of Pharmacy, Northeastern University, Boston, Massachusetts.
authors.forename: Margarita V
authors.initials: MV
authors.lastname: DiVall
authors.affiliation: School of Pharmacy, Wingate University, Wingate, North Carolina.
authors.forename: Greg L
authors.initials: GL
authors.lastname: Alston
authors.affiliation: College of Pharmacy, University of Florida, Gainesville, Florida.
authors.forename: Eleanora
authors.initials: E
authors.lastname: Bird
authors.affiliation: James L. Winkle College of Pharmacy, University of Cincinnati, Cincinnati, Ohio.
authors.forename: Shauna M
authors.initials: SM
authors.lastname: Buring
authors.affiliation: College of Pharmacy, The Ohio State University, Columbus, Ohio.
authors.forename: Katherine A
authors.initials: KA
authors.lastname: Kelley
authors.affiliation: School of Pharmacy, University of Washington, Seattle, Washington.
authors.forename: Nanci L
authors.initials: NL
authors.lastname: Murphy
authors.affiliation: School of Pharmacy, University of Connecticut, Storrs, Connecticut.
authors.forename: Lauren S
authors.initials: LS
authors.lastname: Schlesselman
authors.affiliation: College of Pharmacy, Sullivan University, Louisville, Kentucky.
authors.forename: Cindy D
authors.initials: CD
authors.lastname: Stowe
authors.affiliation: College of Pharmacy, University of Houston, Houston, Texas.
authors.forename: Julianna E
authors.initials: JE
authors.lastname: Szilagyi
mesh_terms: D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods / Q000458:organization & administration*; D004521:Educational Measurement; D005178:Faculty / Q000458:organization & administration*; D000068156:Formative Feedback; D006801:Humans; D015397:Program Evaluation; D012580:Schools, Pharmacy / Q000458:organization & administration*; D013339:Students, Pharmacy / Q000523:psychology; D013663:Teaching / Q000379:methods / Q000458:organization & administration*
keywords: faculty development; formative assessment; pharmacy education; teaching-learning process