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Use of course-embedded projects for program assessment.

B L Krilowicz¹, T Downs

¹Department of Biology and Microbiology, California State University, Los Angeles, California 90032, USA. bkrilow@calstatela.ca

The American Journal of Physiology

|October 8, 2005

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Science faculty can use a group project in neurophysiology courses for authentic assessment. This project involves analyzing primary literature and presenting findings, serving as both a course proficiency and culminating program assessment.

Area of Science:

Neuroscience
Educational Assessment

Background:

Increasing demand for authentic assessment in science education.
Need for versatile assessment tools applicable to individual courses and entire programs.

Purpose of the Study:

To describe a quarter-long group project for assessing neurophysiology students.
To evaluate its utility as both a course-level and program-level assessment.

Main Methods:

Small groups of 4-5 students critically analyzed at least 10 primary literature articles.
The project culminated in a 10-minute oral presentation and a scientific poster presentation.
Student performance was analyzed on different cognitive task levels.

Main Results:

Students performed significantly better on application tasks compared to analysis, synthesis, or evaluation tasks (P < 0.025).

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Student feedback on group dynamics was more positive for process-related questions (59-82%) than task-related questions (36-76%).

Conclusions:

The project effectively assesses basic course proficiency in neurophysiology.
It functions as a culminating undergraduate program experience, integrating cognitive skills and content knowledge.
The project provides a flexible and authentic assessment method for science faculty.