scholarly journals Poster Display as an Alternative Evaluation Method to Biochemistry Teaching

2004 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Silas P. Rodrigues ◽  
Patricia M.B. Fenandes
Keyword(s):  
Student Behavior ◽  
Evaluation Method ◽  
Multiple Choice ◽  
General Knowledge ◽  
Basic Information ◽  
Alternative Evaluation ◽  
Group Activities ◽  
Key Word ◽  
Group A ◽  
Multiple Choice Questionnaire

Biochemistry is present in dierent professional under gradation courses in which it seeks to attendseveral objectives. The discipline oered to the students of Biology Science Course at UFES is tra-ditionally organized in a series of lectures to the basic information, a laboratory class related to eachtopic and a three written tests. Our students, as many from other courses, study biochemistry justbecause they have to. The teacher can alter the student behavior by changing the way in which theyexamine them. This work describes and analyses the experience of using poster display as an assess-ment and includes feedback from the students and teachers. At the beginning of the term the activityis explained to the class and groups are formed. They are oriented to search a full research paper, with\metabolism as a key word. During the students presentation, teachers and graduation studentsevaluate the production of a self-explanatory poster, assurance in the chosen work and involvementof all components of the group. A multiple-choice questionnaire was applied to 15-30 students fromthe ve classes that had already done the activity. The teachers and the graduation students also hadtheir opinions heard. 62.3 % of the students agreed that the activity accomplishes its objective tostimulate the integration of general knowledge and comprehension of a specic scientic work, while itpromotes the practice of presentation at seminars. 62.2 % believed that it allows the learner to showits knowledge in a better way and 51 % of the students were very much motivated within the activity.For 91.2 % of the students, they should choose the article, as it allows a better correlation betweenbiochemistry and personal anities (42.7 %). Also, 98 % believed that the activity should be carriedout in groups, because it allows a deeper discussion (53.6 %), stimulate group activities (20 %) orpermits the materials costs division (22 %). Only 1.8 % of the learners thought that the traditionaltests should be maintained, while the poster activity was suggested by 25 % of them to be used inother subjects. At all, students and teachers agreed that the poster activity represents an interestingteaching tool to evaluate biochemistry students.

scholarly journals Use of a multiple choice questionnaire to assess UK prescribing channels’ knowledge of helminthology and best practice surrounding anthelmintic use in livestock and horses

2016 ◽  
Vol 128 ◽  
pp. 70-77 ◽  
Author(s):  
Stephanie Easton ◽  
David J. Bartley ◽  
Emily Hotchkiss ◽  
Jane E. Hodgkinson ◽  
Gina L. Pinchbeck ◽  
...  
Keyword(s):  
Best Practice ◽  
Multiple Choice ◽  
Multiple Choice Questionnaire

9. Application and Use of the Simplified Sign System with Persons with Disabilities

2020 ◽  
pp. 311-346
Author(s):  
John D. Bonvillian ◽  
Nicole Kissane Lee ◽  
Tracy T. Dooley ◽  
Filip T. Loncke
Keyword(s):  
Contextual Information ◽  
Primary User ◽  
Learning Goals ◽  
Visual Contact ◽  
Persons With Disabilities ◽  
Group Activities ◽  
Target Populations ◽  
Sign System ◽  
Key Word ◽  
Communication Practices

In Chapter 9, various approaches to teaching signs to non-speaking or minimally verbal persons are examined, including general exposure, an incidental or milieu approach, games and group activities, and specific training sessions. Learning goals are identified not only for the main or primary user of the system, but also for that person’s communication partners (family members, caregivers, friends) and persons in the wider environment. Guidelines for using the Simplified Sign System with the target populations are provided in order to establish good and consistent communication practices that will help to maximize users’ success with the system. Such guidelines or strategies include ensuring a positive signing environment, establishing visual contact, using key word signing, accepting errors in sign formation from the main user, rewarding progress, using facial expressions and environmental cues or contextual information to enhance vocabulary acquisition, and adapting the rate and frequency of signing. Finally, the authors anticipate and address many of the questions or concerns that teachers or caregivers may have as they embark on a program of using Simplified Signs.

Speech Differences along the Ontario United States Border

1956 ◽  
Vol 2 (2) ◽  
pp. 41-59 ◽  
Author(s):  
Walter S. Avis ◽  
R. M. C. Kingston
Keyword(s):  
United States ◽  
Multiple Choice ◽  
Level Of Education ◽  
Field Worker ◽  
Satisfactory Method ◽  
Multiple Choice Questionnaire

The most satisfactory method of collecting data concerning speech habits demands that a trained fieldworker conduct personal interviews with representative informants. Since, however, the time and money required for carrying out such interviews are seldom available, the investigator must often turn to less satisfactory but more practicable methods; one of these is the multiple-choice questionnaire of the type used to gather the information for this limited survey of Ontario speech habits. The fundamental weakness of the circulated questionnaire is self-evident: the informant must substitute for the trained field worker and observe his own usage. His success in making reliable observations will depend on his native intelligence and level of education, his understanding of the significance of the survey, and his conscientiousness with regard to answering the questions.

Single-choice or multiple true false questions (Kprime):Direct comparison of online tests in pharmacology over one year (Preprint)

2021 ◽  
Author(s):  
Joachim Neumann ◽  
Stephanie Simmrodt ◽  
Beatrice Bader ◽  
Bertram Opitz ◽  
Ulrich Gergs
Keyword(s):  
Medical Students ◽  
Multiple Choice ◽  
Test Group ◽  
Learning Objectives ◽  
Multiple Choice Questions ◽  
Online Test ◽  
True Answer ◽  
Group A ◽  
One Year ◽  
Group B

BACKGROUND There remain doubts about whether multiple choice answer formats (single choice) offer the best option to encourage deep learning or whether SC formats simply lead to superficial learning or cramming. Moreover, cueing is always a drawback in the SC format. Another way to assess knowledge is true multiple-choice questions in which one or more answers can be true and the student is not aware of how many true answers are to be anticipated (K´ or Kprime question format). OBJECTIVE Here, we compared both single-choice answers (one true answer, SC) with Kprime answers (one to four true answers out of four answers, Kprime) for the very same learning objectives in a study of pharmacology in medical students. METHODS Two groups of medical students were randomly subjected to a formative online test: group A) was first given 15 SC (#1-15) followed by 15 different Kprime questions (#16-30). The opposite design was used for group B. RESULTS The mean number of right answers was higher for SC than for Kprime questions in group A (10.02 vs. 8.63, p < 0.05) and group B (9.98 vs. 6.66, p < 0.05). The number of right answers was higher for nine questions of SC compared to Kprime in group A and for eight questions in group B (pairwise T-Test, p < 0.05). Thus, SC is easier to answer than the same learning objectives in pharmacology given as Kprime questions. One year later, four groups were formed from the previous two groups and were again given the same online test but in a different order: the main result was that all students fared better in the second test than in the initial test; however, the gain in points was highest if initially mode B was given. CONCLUSIONS Kprime is less popular with students being more demanding, but could improve memory of subject matter and thus might be more often used by meidcal educators.

Perspectives of Talent Identification

2002 ◽  
Author(s):  
Joanne Haroutounian
Keyword(s):  
Student Behavior ◽  
Musical Training ◽  
Leadership Skills ◽  
Elementary Music ◽  
Group Activities ◽  
Energy Plus ◽  
Show Evidence ◽  
Vocal Quality ◽  
Music Class ◽  
Summer Storm

In part I the discussion of talent began with a poetic scene and ended with reflective after-thoughts, befitting the theoretical nature of the subject. The quest to recognize the spark of potential talent in young children brings us into the very real world of the school classroom. Suppose it is your task to observe student behavior in a third grade elementary music class and identify students who show evidence of potential talent. Your attention is drawn to the following students: . . . Student A is playing a melody from her music book on a xylophone. She decides to elaborate by creating a “variation.” Excited, she busily starts notating and revising her ideas on manuscript paper. . . . . . . Observation Notes: Musical training is evident. Performs with ease. Shows curiosity, creativity in musical tasks. An outstanding student. . . . . . . Student B is sitting in a listening center with headphones on, totally absorbed in the activity of circling patterns he hears. He taps his pencil as he listens, quickly working through the ear-training exercise. A quick check shows that his answers are correct. . . . . . . Observation Notes: Fine-tuned listening. Quite perceptive and quick in complex listening tasks. He is rather shy in group activities. . . . . . . Student C volunteers to sing and act out a solo in a cowboy song. He performs with confidence, singing in tune and with expression, obviously enjoying himself. His performance is met with spontaneous applause. . . . . . . Observation Notes: Quite a showman. Comfortable in front of an audience. Clear, clean vocal quality and intonation. Performs with personal flair. Shows leadership skills in group activities. Energy plus enthusiasm. . . . . . . Student D works with a number of Orff instruments, simply “fooling around” with sounds and rhythms. Each repetition shows a bit more development of an imaginative improvisation, which she describes as a “summer storm.” . . . . . . Observation Notes: Sensitive awareness of mood in music. Syncopated rhythms used in improvisation—retained well by ear. Adept at learning by ear. Not comfortable working with notation. . . . . . .

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