Laboratory Work Package with Authentic Assessment to Develop Collaborative Performance Skills of Physics Education Students

Electromotive force is one of the abstract subjects that require laboratory work for better understanding of its concepts. This research aims to develop a package of electromotive force laboratory work using authentic assessment. The other benefit expected is that students experience collaborative performance skills. The method is research and development in order to get expert recommendation on the feasibility of a laboratory work package for induced electromotive force and the use of its results. Hence, the expected outcome of this research is a package of laboratory work on induced electromotive force. Results of data analyses show that experts recommend the use of induced electromotive force laboratory work package as a medium in the learning process as it comes with meaningful experiences. These results show that students performing the laboratory work package on induced electromotive force understand the concept better and they also learn collaborative performance skills.

Interprofessional Learning in the Simulation Laboratory: Nursing and Pharmacy Students' Experiences

Background: Using simulation as an educational method to learn collaborative practice requires the involvement of various professional education programs where the intention is to learn from, with, and about each other.Methods: This study describes pharmacy and nursing students´ experiences with interprofessional education. After interprofessional simulation, three focus group interviews with bachelor students were conducted. The data were analysed using Giorgi’s qualitative content analysis method.Findings: The students found that IPE closed knowledge gaps, change a stereotypical perception of professional roles, and enhance patient safety. Full-scale simulation appears to be an effective arena for learning clinical judgement, improving communication skills, and developing knowledge of pharmacodynamics.Conclusion: Interprofessional education may be necessary for professionals to enhance their ability to interact more effectively in the future.

A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation

This chapter provides a case study of one lecturer’s approach to innovativeassessment in a first year unit of university study of 188 students. Manyinsights are provided into the training, preparation, and assessmentexperiences of self, peer, group, and lecturer assessments bound togetherby technology for flexible delivery. The dynamic and complex forms ofassessment support the coproduction of knowledge sharing to harness thesynergy of collective knowledge. Specifically, this chapter presents theauthor’s use of theory used to inform selected assessment strategies.General issues surrounding group assessments, and the impact of graduateattributes and technology on assessment, introduce the case study andreinforce the fact that assessment drives the learning. The author hopesthat by sharing her insights, higher-education practices can better meet theneed for students to learn collaborative and team skills required for thefuture world of work.