Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30623
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Validating written feedback in clinical formative assessment
Author(s): Page, Michael
Gardner, John
Booth, Joe
Contact Email: john.gardner@stir.ac.uk
Keywords: Formative assessment
written feedback
medical education
workplace-based assessments
Issue Date: Jul-2020
Citation: Page M, Gardner J & Booth J (2020) Validating written feedback in clinical formative assessment. Assessment & Evaluation in Higher Education, 45 (5), pp. 697-713. https://doi.org/10.1080/02602938.2019.1691974
Abstract: Formative assessment is widely accepted as being crucial to promoting student learning and, since 2010, the UK General Medical Council has mandated its use in workplace-based clinical training for all new doctors. As a result, the Royal College of Radiologists (RCR) instituted a range of formative workplace-based assessments including the Radiology Direct Observation of Procedural Skills (Rad-DOPS), in which supervisors appraise trainees’ performance in carrying out clinical procedures. This paper reports on the quality of the written feedback in 2,500 Rad-DOPS online feedback forms in addressing the aims of the new assessment approach. Random samples of 500 were selected from the first three years of the new assessment implementation, 2010–13, and from 2016 to 17. Using an appropriate coding frame, the feedback was analysed across the samples against key trainee attributes including stage of training and level of adjudged competence. Criteria for identifying high quality feedback were derived from the literature and a simplified form of qualitative comparative analysis was used to identify the conditions associated with high quality feedback. An average of 97% of the assessments contained written feedback but the number of instances of high quality feedback was found to be exceedingly small at around 5%. The paper offers suggestions for making the feedback process more purposeful in achieving the aims of formative assessment.
DOI Link: 10.1080/02602938.2019.1691974
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment & Evaluation in Higher Education on 15 Nov 2019, available online: http://www.tandfonline.com/10.1080/02602938.2019.1691974.  
Licence URL(s): https://storre.stir.ac.uk/STORREEndUserLicence.pdf

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