Linking Assessment Questions to a Research Article to Stimulate Self-directed Learning and Develop High-order Cognitive Skills in an Undergraduate Module of Molecular Genetics
Linking Assessment Questions to a Research Article to Stimulate Self-directed Learning and Develop High-order Cognitive Skills in an Undergraduate Module of Molecular Genetics
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DOI：
10.1187/cbe.09-06-0040
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发表时间：
2009-12-01
影响因子：
3.7
通讯作者：
Wu, Jinlu
中科院分区：
文献类型：
--
作者：
Wu, Jinlu
评估在学习过程中起着至关重要的作用，但目前的评估侧重于评估学习而不是评估学习。在这项研究中，开发了一种新的开卷连续评估（CA）方法。目的是通过向学生提出与研究文章相关的问题来鼓励学生学习课本之外的知识。精选与讲座内容密切相关的研究文章，在CA前发布给学生阅读。 CA 问题分为三个不同级别，以评估概念理解、应用和综合。 CA 是对生命科学专业一年级本科生进行的，作为必修模块分子遗传学的一部分。它占学生该模块成绩的 10%。学生的 CA 分数表明，大多数学生都能正确回答所有问题。学生对CA的反馈表明，大多数人都称赞CA模型的新颖性、动机和应用性。只有少数人批评它，因为它对讲座内容的覆盖率很差。总体而言，该 CA 超越了评估在分配分数中的传统作用，并激发了好奇心和自主学习。
Assessment plays a crucial role in the learning process, but current assessments focus on assessment of learning rather than assessment for learning. In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis. The CA was administered to first-year undergraduate students majoring in life science as part of Molecular Genetics, a compulsory module. It contributed 10% of the student's grade for the module. Students' CA scores indicated that the majority could answer correctly all the questions. Students' feedback on the CA showed that most of them praised the CA model for its novelty, motivation, and application. Only a few criticized it due to its poor coverage of lecture contents. Overall, this CA went beyond the traditional role of assessments in the assignment of scores and stimulated curiosity and self-directed learning.