Boosting complex learning by strategic assessment and course design
2005 (English)In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 82, no 4, 645-651 p.Article in journal (Refereed) Published
Learning quality depends on the assessment methods used, as well as other factors. By choosing adequate assessments and involving students in the process of learning, students can gain a deeper understanding of the content and its context while developing related skills. In this study we describe a practical university-level biochemistry course that focuses on understanding protein separation and analysis techniques and especially on their application. The course was designed to examine the effects of a strategic use of differentassessment methods and an analysis of the resulting outcomes. We used quantitative as well as qualitative methods, including a simplified variant of the Bloom taxonomy, statistical methods, principle component analysis, inquires, and interviews. We conclude that astrategic choice of assessments and instructional design can be used to achieve morecomplex learning. We did not find any single teaching or assessment method to be clearly the best for enhancing higher-order thinking or achieving all learning objectives; rather a combination of different methods (i.e., a strategic choice) seems the best approach.
Place, publisher, year, edition, pages
Easton: Division of chemical education, American Chemical Society , 2005. Vol. 82, no 4, 645-651 p.
first-year undergraduate, biochemistry, chemical education research, learning theories
Medical Biotechnology (with a focus on Cell Biology (including Stem Cell Biology), Molecular Biology, Microbiology, Biochemistry or Biopharmacy) Didactics
Research subject Biochemistry
IdentifiersURN: urn:nbn:se:umu:diva-4087DOI: 10.1021/ed082p645OAI: oai:DiVA.org:umu-4087DiVA: diva2:143051