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

Area of Science:

• Biochemistry and Molecular Biology Education
• Higher Education Pedagogy

Background:

• Assessment is crucial for learning and teaching but often underestimated in tertiary education.
• Current assessment strategies may not fully leverage the potential for enhancing student engagement and outcomes.

Purpose of the Study:

• To evaluate the impact of a staged redesign of assessment strategies.
• To investigate improvements in student performance, failure rates, and engagement.

Main Methods:

• Implemented a staged redesign of assessment focusing on learning relevance, formative assessment, student engagement, and feedback.
• Monitored changes in student performance, failure rates, lecture attendance, and overall course engagement.

Main Results:

• Observed significant improvements in final grades (p < 0.0001) and written performance in the final examination (p < 0.0001).
• Noted increased lecture attendance and overall student engagement in the course following the assessment redesign.

Conclusions:

• An integrated assessment approach, combining well-developed formative tasks with a continuous summative strategy, is vital for enhancing student outcomes.
• The study underscores the underestimated power of assessment to boost engagement and academic success in tertiary education.