This article describes the use of feedback-oriented online assignments in large classes of undergraduate students studying anatomy and physiology to promote active learning, critical thinking, and effective written communication skills.

Describes an assessment strategy used by pharmacy faculty to grade student writing in a large-class, lecture-based course, outlining the steps the instructors took to recast an existing writing assignment so that it is carefully constructed and articulated, can be assessed quickly and consistently by multiple assessors (self, peer, instructor),…