Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

Publisher: John Wiley & sons Country of Publication: United States NLM ID: 100970605 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1539-3429 (Electronic) Linking ISSN: 14708175 NLM ISO Abbreviation: Biochem Mol Biol Educ Subsets: MEDLINE

Publication: 2002- : Hoboken, NJ : John Wiley & sons
Original Publication: Oxford, UK : Elsevier, c2000-

Curriculum* ; Teaching* ; Writing*; Biochemistry/*education ; Cell Biology/*education ; Educational Measurement/*methods ; Students/*psychology; Education, Medical, Undergraduate ; Motivation ; Professional Competence ; Program Evaluation

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.
(© 2016 The International Union of Biochemistry and Molecular Biology.)

Keywords: curriculum assessment; learning and curriculum design; medical education; tertiary-specific education

Date Created: 20160324 Date Completed: 20170516 Latest Revision: 20181102

20250114

10.1002/bmb.20962

27006292