| Autor: |
Drew JC; Department of Microbiology and Cell Science, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, Florida, USA., Grandgenett N; Department of Teacher Education, University of Nebraska at Omaha, Omaha, Nebraska, USA., Dinsdale EA; College of Science and Engineering, Flinders University, Bedford Park, South Australia, Australia., Vázquez Quiñones LE; Division of Science and Technology, Universidad Ana G. Méndez-Cupey Campus, San Juan, Puerto Rico., Galindo S; Department of Agricultural Education and Communication, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, Florida, USA., Morgan WR; Department of Biology, College of Wooster, Wooster, Ohio, USA., Pauley M; Division of Undergraduate Education, National Science Foundation, Alexandria, Virginia, USA., Rosenwald A; Department of Biology, Georgetown University, Washington, DC, USA., Triplett EW; Department of Microbiology and Cell Science, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, Florida, USA., Tapprich W; Department of Biology, University of Nebraska at Omaha, Omaha, Nebraska, USA., Kleinschmit AJ; Department of Natural and Applied Sciences, University of Dubuque, Dubuque, Iowa, USA. |
| Abstrakt: |
Developing effective assessments of student learning is a challenging task for faculty and even more difficult for those in emerging disciplines that lack readily available resources and standards. With the power of technology-enhanced education and accessible digital learning platforms, instructors are also looking for assessments that work in an online format. This article will be useful for all teachers, but especially for entry-level instructors, in addition to more mature instructors who are looking to become more well versed in assessment, who seek a succinct summary of assessment types to springboard the integration of new forms of assessment of student learning into their courses. In this paper, ten assessment types, all appropriate for face-to-face, blended, and online modalities, are discussed. The assessments are mapped to a set of bioinformatics core competencies with examples of how they have been used to assess student learning. Although bioinformatics is used as the focus of the assessment types, the question types are relevant to many disciplines. |
