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ERIC Number: EJ1106307
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1470-8175
Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course
Vanderlelie, Jessica J.; Alexander, Heather. G.
Biochemistry and Molecular Biology Education, v44 n4 p412-420 Jul-Aug 2016
Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p < 0.0001) and written performance (p < 0.0001) in the final examination were noted that coincided with increased lecture attendance and overall engagement in the course. This study reinforces the importance of an integrated approach to assessment that includes well-developed formative tasks and a continuous summative assessment strategy.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A