One and Done, or a Bundle and Stumble? An Exploration of Assessment Methods in Undergraduate Science Curricula
Introduction: Assessment, historically, has been done in a summative manner in post-secondary education (HE). Whilst useful for the purposes of grading and assessment of competency, there is also increasing pressure from post-secondary education institutions to meet certain standards in terms of edu...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
Sciendo,
2022-11-01T00:00:00Z.
|
| Subjects: | |
| Online Access: | Connect to this object online. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
MARC
| LEADER | 00000 am a22000003u 4500 | ||
|---|---|---|---|
| 001 | doaj_6da14a83fbd54774b8a03b039edf1cb0 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Edwards Shelley |e author |
| 245 | 0 | 0 | |a One and Done, or a Bundle and Stumble? An Exploration of Assessment Methods in Undergraduate Science Curricula |
| 260 | |b Sciendo, |c 2022-11-01T00:00:00Z. | ||
| 500 | |a 2585-7444 | ||
| 500 | |a 10.2478/atd-2022-0023 | ||
| 520 | |a Introduction: Assessment, historically, has been done in a summative manner in post-secondary education (HE). Whilst useful for the purposes of grading and assessment of competency, there is also increasing pressure from post-secondary education institutions to meet certain standards in terms of education quality and graduate numbers, putting pressure on teachers to produce evidence of students' level of understanding and thus putting a greater emphasis on the use of summative assessments. The formative assessment approach for student learning is preferable in some fields, but how useful is this format for the science subjects? | ||
| 546 | |a EN | ||
| 690 | |a summative assessment | ||
| 690 | |a formative assessment | ||
| 690 | |a post-secondary education | ||
| 690 | |a science subjects | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Acta Educationis Generalis, Vol 12, Iss 3, Pp 47-61 (2022) | |
| 787 | 0 | |n https://doi.org/10.2478/atd-2022-0023 | |
| 787 | 0 | |n https://doaj.org/toc/2585-7444 | |
| 856 | 4 | 1 | |u https://doaj.org/article/6da14a83fbd54774b8a03b039edf1cb0 |z Connect to this object online. |