Pornnapa Suriyachai 

Background
Assessment for learning is an approach that improves students’ learning performance and teacher’s teaching plan. Can we use a simple method, End-of-class quiz & mini whiteboard response as an assessment for learning method to assess and improve individual students’ learning performance in traditional lecture? 

Summary of work
End-of-class quiz & mini whiteboard response was implemented for 7 OB-GYN topics. At the beginning of class, learning objectives were explained. After finishing the traditional classroom lecture, students were given questions and answered the questions using a mini whiteboard response. The questions moved from easy to difficult and might be recalling knowledge, applying or analyzing data. Then the teacher assessed students’ understanding, identified and discussed a misconception and gave feedback. Questionnaire was used to evaluate students’ opinions about this method. Students’ knowledge before, after traditional lecture and quiz were rated by themselves using numerical rating scale. 

Results
10 of 12 students (83%) were able to assess the level of their understanding. On each topic, self-assessments related to students’ knowledge were higher after using this method. Students had misconceptions in some questions. 

Discussion
This method helps students individually understand and measure what level they are at in their learning and what they need to work on. The teacher also knows where students struggle, can immediately correct misconceptions and create better teaching plans. With this method, the students can make progress, improve performance and control their learning. Using this method in traditional classroom teaching can strengthen the weakness of didactic lectures especially in complex topics. 

Conclusions
End-of-class quiz & mini whiteboard response can be used in traditional lectures to assess individual students’ learning performance. 

Take-home messages
Simple methods such as End-of-class quiz & mini whiteboard response can be used as assessment for learning in traditional lectures. 

References (maximum three) 
Pathanasethpong A. Three goals of assessment in medical education. Rama Med J 2019;42(3):76-82.