Problematising assessment of student learning

2019 ◽  
pp. 125-139
Author(s):  
Janice Orrell ◽  
Shani Sniedze-Gregory
Keyword(s):  
Student Learning ◽  
Assessment Of Student Learning

scholarly journals Development and Evaluation of an Electronic Guide for Introductory Microbiology Skills

2005 ◽  
Vol 6 (1) ◽  
pp. 28-35
Author(s):  
ALICE WRIGHT ◽  
ETHELYNDA E. HARDING
Keyword(s):  
Student Learning ◽  
Effective Learning ◽  
Written Examination ◽  
Lower Division ◽  
Assessment Of Student Learning ◽  
Upper Level ◽  
Poster Presentations ◽  
Enhance Student Learning ◽  
Biology Majors

To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major’s class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.

Planning for Assessment of Student Learning Outcomes: A Process within Your Grasp

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathleen Connolly ◽  
Sandra DeYoung
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Nursing Student ◽  
Student Learning Outcomes ◽  
Outcome Data ◽  
Assessment Process ◽  
The Public ◽  
Assessment Of Student Learning ◽  
College Of Nursing ◽  
Total Program

Assessment in educational institutions is mandated by the public and by accrediting organizations. Faculty must plan for program assessment within the context of the college or university goals and assessment projects. Within the department or college of nursing, student learning outcomes must be assessed at the total program level and at the course and classroom levels. Faculty who are motivated to plan assessments and use outcome data should take leadership in the process. The process consists of determining the outcomes to be assessed, the measures to be used, and the standards to be reached. When data has been collected, it must be evaluated and used to make improvements. Finally, the assessment process itself should be assessed. This article gives examples of assessment methods for all levels of assessment at the institution, but especially at the program and course levels. A departmental assessment blueprint is included. The end result of implementation of an assessment plan is that at every level of the institution, excellence should be enhanced.

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