Enhancing Learning through Assessment

Recently, medical technology and its quality have advanced day by day, Japan is rated as the world's highest level. In particular, it incorporates the latest AI (Artificial Intelligence) and ICT (Information and Communication Technology), and it is expected to utilize and develop human resources with high expertise [1]. However, in developing countries still, many people are not able to receive safe and appropriate medical care. For that reason, we have been providing assistance to provide various medical equipment from developed countries to developing countries, but unfortunately, we can not say that they are effectively utilizing them locally. In particular, there are many problems such as the use and management of medical equipment and the training of managers.
In order to improve the quality of medical care of Japan, which is a developed country, to improve the quality of medical care, in the past research raised the problem from the experience of medical equipment management together with the people of developing countries, I tried suggesting problem-solving. Therefore, it was found that improvement of medical quality and safety can be expected by education and training of human resources having knowledge about medical equipment management.
e propose a method of human resources development in an environment tailored to infrastructure and Internet situation in many regions of developing countries and try to use electronic teaching materials to promote understanding of multimedia operation method of medical equipment. In addition, medical equipment managers who finished learning can acquire knowledge on medical equipment so that they can conduct user training for actual users such as nurses and doctors. ① Study of knowledge on medical devices.② Approach to problems and improvements at the site. ③ Implement the PDCA (Plan, Do, Check, Act) cycle by setting the action target after training. In addition to memorizing knowledge on site, skills applying applied knowledge are required, so we propose learning including mastery of skills through self-learning and training.

Military strategies, manufacturing processes and assessment for learning practices may seem to be disparate domains of knowledge. Yet, two common critical factors of success are the speed and accuracy at which information is translated into action. In education, this issue is not new and responsive remediation after assessment for learning has been shown to be effective in helping even the weakest of learners (Feurstein et al, 1981). However, these strategies usually require smaller group settings and may not be scalable in the classroom setting. As a result, teachers tend to rely heavily on written feedback due to the larger class size and the feedback may become less effective (Fisher & Frey, 2012). This paper analyses two conceptual frameworks, the Observe-Orient-Decide-Act (OODA) loop developed by United States Air Force Colonel John Boyd and the kanban system developed by Taiichi Ohno from Toyota, to draw parallels and insights to propose how the efficacy of feedback could be improved. Based on the analyses, four factors were identified that were important in improving feedback efficacy. They were (1) visibility of learning gaps; (2) focusing on only a few learning gaps at any one time; (3) seeing through the flow of learning from remediation to mastery and (4) turnaround time. The paper also proposes a strategy, modelled after the kanban system, that could be implemented in classrooms to improve feedback efficacy and promote student ownership of the learning process. Some possible benefits from adopting the strategy include allowing for more differentiated instruction, a more positive classroom environment and greater intrinsic motivation towards learning.

The study uses a mixed method sequential explanatory design. In the quantitative phase, the 21 item Pedagogical Social and Technological Affordance (PST) survey (Table 2) is administered to explore whether students were satisfied with their experiences with the PST affordances of Facebook group for Formative Assessment (FA), as they were users of the Facebook group for FA in the course. This is followed by an academic semi-structured focused group interviews to gain a deeper understanding of the challenges and effective future use of the Facebook group. Screen captures of digital artefacts from observations of discussions and contributions as for the FA. The total class size for each intake is approximately 30 graduate students, and for this semester, the total registered is 15 students and (n=14), 2 (13%) are male and 12 (87%) female. Convenience sampling approach and a heterogeneous group of postgraduate students shared to gain a wider and deeper understanding of the challenges faced and how to effectively use the Facebook for FA in the Focus Group interviewers comprised of five participants (n=5). Findings supports Facebook as a good platform for their Formative Assessment, however students raised certain gaps, such as clarity on rubrics and expectations in the assessment, also a need for further direction on how to engage with the platform instead of making it a repository. In summary this study explains the capabilities of Facebook as platform for formative assessment and how learners and the lecturer can benefit from its use.