Do Embedded Assessments in a Dual-Level Food Chemistry Course Offer Measurable Learning Advantages?

Autor/inn/en	Crandall, Philip G.; Clark, Jeffrey A.; Shoulders, Catherine W.; Johnson, Donald M.
Titel	Do Embedded Assessments in a Dual-Level Food Chemistry Course Offer Measurable Learning Advantages?
Quelle	In: Journal of Food Science Education, 18 (2019) 3, S.67-70 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crandall, Philip G.) ORCID (Shoulders, Catherine W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12159
Schlagwörter	Foods Instruction; Chemistry; Undergraduate Students; Student Evaluation; Audience Response Systems; Academic Achievement; Scores; Learning Activities; Science Instruction; College Science; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lebensmittelkunde; Chemie; Schulnote; Studentische Bewertung; Schulleistung; Lernaktivität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg
Abstract	The 2011 passage of the Food Safety Modernization Act requires managers to teach and verify that employees have learned and are engaged in science-based food safety behaviors. Instructors using embedded assessments such as clickers can receive immediate feedback on how well learners understand what is being taught, allowing instructors to provide immediate, additional clarification and motivation. The objectives of this study were to: design and implement embedded assessment learning activities for each lecture objective in a combined undergraduate/graduate-level, food chemistry course; measure students' performance on three online examinations; and compare students' performance on objectives reinforced by embedded assessment techniques against those objectives receiving traditional emphasis. For Exam 1, embedded assessment questions averaged 80.0% and traditional emphasis questions averaged 76.4%; for Exam 2, embedded assessment questions averaged 84.6% and traditional emphasis questions averaged 80.6%; and for Exam 3, embedded assessment questions averaged 85.9% and traditional emphasis questions averaged 73.7%. Pooling scores over all exams gave a grand mean of 83.6% for embedded assessment questions and 77.2% for traditional questions. As hypothesized, the average scores on questions reinforced by embedded assessment were considerably higher, 8.3% overall, with significantly (P < 0.05) higher scores. During lectures, students commented on the embedded assessments that then led to further discussion of any unclear points. When the class did poorly, operationalized as less than 80% correct, they petitioned to get a "do over" on the embedded assessment question after a clarifying discussion. Because the students became managers of their own learning, through embedded assessments, it is hoped that they will become more proficient instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01