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- Title
Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.
- Authors
Vanderlelie, Jessica J.; Alexander, Heather. G.
- Abstract
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. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):412-420, 2016.
- Subjects
BIOCHEMISTRY education; EDUCATIONAL outcomes; STUDENT engagement; POSTSECONDARY education; FORMATIVE tests
- Publication
Biochemistry & Molecular Biology Education, 2016, Vol 44, Issue 4, p412
- ISSN
1470-8175
- Publication type
Article
- DOI
10.1002/bmb.20962