One and Done, or a Bundle and Stumble? An Exploration of Assessment Methods in Undergraduate Science Curricula

Autor/in	Edwards, Shelley
Titel	One and Done, or a Bundle and Stumble? An Exploration of Assessment Methods in Undergraduate Science Curricula
Quelle	In: Acta Educationis Generalis, 12 (2022) 3, S.47-61 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.2478/atd-2022-0023
Schlagwörter	Evaluation Methods; Undergraduate Students; Science Curriculum; Formative Evaluation; Summative Evaluation
Abstract	Introduction: Assessment, historically, has been done in a summative manner in post-secondary education (HE). Whilst useful for the purposes of grading and assessment of competency, there is also increasing pressure from post-secondary education institutions to meet certain standards in terms of education quality and graduate numbers, putting pressure on teachers to produce evidence of students' level of understanding and thus putting a greater emphasis on the use of summative assessments. The formative assessment approach for student learning is preferable in some fields, but how useful is this format for the science subjects? Purpose: To discuss the utility of either summative assessments or formative assessments (or both) in science teaching at university level. Methods: Exploration of the literature involving teaching science in university undergraduate courses (i.e., no formal search criteria). Conclusions: A new category of assessment is needed - the integration of formative and summative assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01