The FUSED Health Education Series: Making Learning VISIBLE, Part 2

This article builds on Part 1 by shifting the focus from instructional strategies to assessment design in health education. While the tools introduced in Part 1 aimed to enhance student engagement, understanding, and retention, this second article emphasizes how those same strategies can support both informal and formal assessment practices. Recognizing that “informal” and “formal” assessment can be interpreted differently, this article presents a new way to imagine some foundational assessment concepts, including key terms, purposes, components, and players. The goal is to support instructional alignment, continuous feedback, and performance-based learning to help health educators make student learning both VISIBLE (V = View in the mirror, I = Input < Output, S = Spaced Studying, I = Intertwine, B = Back Away Slowly, L = Looping for Learning, E = The End) and actionable. An overview of assessment types and approaches is provided, leading to the introduction of a five-point teaching model offered as one example of how to approach planning for and applying assessments within THE FUSED Technique framework.