多样化实验室评估模式扩大了对生命科学学生实践能力的参与
Bernard T Drumm1, Ronan Bree1, Caoimhin S Griffin1
1Department of Life and Health Science, Dundalk Institute of Technology, Dundalk, Louth, Ireland.
Advances in physiology education
|May 9, 2024
概括
对生命科学实验室评估的整体方法,将传统报告与演讲和测试相结合,可以提高学生对各种实践技能的认识,而不会对表现产生负面影响. 这一战略扩大了能力参与度.
科学领域:
- 生命科学教育教育 生命科学教育
- 生物科学教育学
- 本科生实践评估的研究.
背景情况:
- 传统的生命科学实验室实践主要使用书面报告进行评估,这可能会限制评估的技能范围.
- 仅仅依赖书面报告可能无法充分吸引学生或反映在实际环境中开发的多样化能力.
研究的目的:
- 在生命科学模块中探索多重评估模式对学生对学习技能的感知的影响.
- 为了调查是否混合评估策略,以学习的普世设计为基础,提高意识和参与实践能力.
主要方法:
- 第三年生物科学课程结合了集体演讲和在线测验,以及传统的书面报告.
- 匿名调查被用来收集学生对扩展评估组合如何影响他们对各种技能的认识和实践的看法.
主要成果:
- 虽然整体总结性表现没有显著影响,但学生报告说,他们对更广泛的实践能力的认识和参与度增加了.
- 学生对评估模式的偏好受时间,技能发展机会和评估焦虑等因素的影响.
- 介绍被评为促进协作和沟通,而测验则提供了调度灵活性.
结论:
- 综合性评估策略,将基于绩效的方法与传统报告相结合,显著有利于本科生命科学学生.
- 补充性评估方法培养更广泛的能力,增强学生的参与度,并允许在实践模块中更好地表达自我.
- 减少过度依赖书面报告对于有效和全面的生命科学实践技能评估至关重要.
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