Using the GPS of Formative and Summative Assessment to Guide Teaching and Learning

Rose Rossi Schwartz, PhD, RN

Fall 2016

Traditional undergraduate nursing education programs largely focus on in-class lectures as the primary vehicle for providing knowledge to students. However, many of today’s teaching experts believe that approach tends to relegate students to passive observers in their own learning experience. They recognize the importance of incorporating non-traditional methods, ensuring students graduate with the right amount of preparation for professional practice. Chickering and Gamson, in their 1987 paper Seven Principles for Good Practice in Undergraduate Education, list some of these non-traditional practices: student-faculty contact, cooperation among students, active learning, and prompt feedback, among others.

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