Google Forms as a useful tool for online formative assessment of a pharmacotherapy course in Indonesia

Abstract

This case study aims to explore the utilisation of Google Forms as a tool for online formative assessment for the Pharmacotherapy of Infectious Diseases, Immune System, and Cancer (FAF 323) courses at Andalas University, Indonesia. The online formative assessment was conducted to assess students’ progress after completing four online modules (Systemic Lupus Erythematosus, Drug Hypersensitivity Reaction, Tuberculosis, and Oral Candidiasis). Five questions were designed for each module, which made 20 questions in total. The Google Forms quiz was designed to provide the students with the scores, correct answers, and the feedback directly after submission. The use of Google Forms for online formative assessment purposes is beneficial and practical, although the department only used it once throughout the practice sessions. For optimum benefit, the formative assessment should be completed multiple times throughout the course, so that the lecturers can obtain information about students’ progress through several checkpoints.

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

“…The pretest activities in the bioinformatics laboratory practice utilize the Google Forms application. While the primary purpose of this platform is not for educational assessment, the features provided by Google Forms support educators in conducting formative assessments (Lailaturrahmi et al 2020). Google Forms is also reported to be frequently used by educators during the pandemic era due to its convenience and the utility it offers (Perwitasari et al 2021;Pantiwati et al 2022).…”

Authenticity of Formative Assessment Tasks Reported in Research

“…For example, a multiple-choice question can be used to develop analytic thinking based on a short text, while a matching exercise can help students relate information to other contexts, and a simulation activity can help practice a skill. Also, objective structures can be combined with simple verification questions that induce students to reflect and enhance metacognitive thinking (Fernández Ros et al 2021;Hughes et al 2020;Lailaturrahmi et al 2020). Lastly, a deeper review could be useful to analyze the cognitive engagement depth achieved by each of the structures.…”

“…In the same way, Hughes et al ( 2020) used questions based on video clips of case studies and policy documents as materials for multiple-choice assessment activities. Similarly, Lailaturrahmi et al (2020), used multiple-choice analytical questions about Systemic Lupus Erythematosus, Drug Hypersensitivity Reaction, Tuberculosis, and Oral Candidiasis in a pharmacotherapy class.…”

Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process

“…Accordingly, the first nine lectures of the course were delivered through the normal didactic method followed by instructor-designed EOC quizzes. Prior to the lecture, the instructor prepared 2 – 4 questions using Google Forms ® that only covered the most important information from that day’s lecture ( Lailaturrahmi et al, 2020 ). The quizzes were designed with question randomization and provided immediate grading/feedback.…”