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Embedding Assessment Literacy Can Enhance Graduate Attribute Development in a Biomedical Sciences Curriculum.

Kevin A Robertson1, Kirsty J Hughes2, Susan M Rhind2

  • 1Infection Medicine, Biomedical Teaching Organisation, Deanery of Biomedical Sciences, The University of Edinburgh, Edinburgh, United Kingdom.

British Journal of Biomedical Science
|June 10, 2024
PubMed
Summary

Implementing an assessment literacy strategy in Biomedical Sciences improved student understanding of assessment standards and exam preparation. This approach enhanced skills in data evaluation, communication, and critical thinking, fostering key graduate attributes.

Keywords:
assessment literacybiomedical sciencesfeedbackgraduate attributespeer assessment

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Area of Science:

  • Biomedical Sciences Education
  • Higher Education Pedagogy

Background:

  • Undergraduate science programs require effective assessment strategies to develop core competencies.
  • Students often lack explicit understanding of assessment purposes and standards, hindering skill development.

Purpose of the Study:

  • To implement and evaluate an assessment literacy strategy for Biomedical Sciences undergraduates.
  • To enhance students' understanding of assessment processes, standards, and their role in competency development.
  • To investigate the impact of assessment literacy on graduate attribute development.

Main Methods:

  • A structured assessment literacy intervention was integrated into a Biomedical Sciences degree.
  • Students engaged with primary literature, practiced assessment, and collaboratively graded responses.
  • Student performance and perceptions were evaluated through surveys and a 2-year follow-up focus group.

Main Results:

  • A significant majority of students reported improved understanding of assessment standards (87.4%) and better exam preparation (86.8%).
  • Students demonstrated increased confidence in evaluating data (74%), communicating reasoning (71%), and considering reader needs (79.9%).
  • Qualitative analysis revealed that the strategy fostered "Research and Enquiry" (72%), "Communication" (51.16%), and "Personal and Intellectual Autonomy" (16.27%) graduate attributes.

Conclusions:

  • Assessment literacy strategies can effectively enhance student understanding of academic expectations and standards.
  • Explicitly teaching assessment purpose, process, and standards fosters crucial graduate attributes beyond domain-specific knowledge.
  • This pedagogical approach supports academic achievement and prepares students for future professional endeavors in Biomedical Sciences.