| Autor: |
Crecelius AR; Department of Health and Sport Science, University of Dayton, Dayton, Ohio., DeRuisseau LR; Department of Biological and Environmental Sciences, Le Moyne College, Syracuse, New York., Brandauer J; Department of Health Sciences, Johnson Center for Creative Teaching and Learning, Gettysburg College, Gettysburg, Pennsylvania. |
| Jazyk: |
angličtina |
| Zdroj: |
Advances in physiology education [Adv Physiol Educ] 2021 Sep 01; Vol. 45 (3), pp. 518-525. |
| DOI: |
10.1152/advan.00028.2021 |
| Abstrakt: |
Assessment methods vary widely across undergraduate physiology courses. Here, a cumulative oral examination was administered in two sections of a 300-level undergraduate physiology course. Student performance was quantified via instructor grading using a rubric, and self-perceptions ( n = 55) were collected via survey. Overall, students affirmed that the oral examination assisted in their learning, specifically by leading them to begin preparation for their final written exam earlier than they otherwise would. The instructor considered the oral exam useful for student learning by providing a scaffold to the written final exam and a way to connect with students before a high-stakes final exam. Specific details of the examination format and suggestions and considerations for those considering this assessment approach are provided. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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