On Being Examined: Do Students and Faculty Agree?

Autor/inn/en	Perrella, Andrew; Koenig, Joshua; Kwon, Henry; Nastos, Stash; Rangachari, P. K.
Titel	On Being Examined: Do Students and Faculty Agree?
Quelle	In: Advances in Physiology Education, 39 (2015) 4, S.320-326 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00078.2015
Schlagwörter	Foreign Countries; Student Surveys; Teacher Surveys; Undergraduate Students; College Faculty; Student Attitudes; Teacher Attitudes; Student Evaluation; Questionnaires; Active Learning; Scoring Rubrics; Tests; Health Sciences; Canada + Suchen Sie Ihr Suchwort? Ausland; Schülerbefragung; Fakultät; Schülerverhalten; Lehrerverhalten; Schulnote; Studentische Bewertung; Fragebogen; Aktives Lernen; Scoring formulas; Auswertungsbogen; Examination; Prüfung; Examen; Kanada
Abstract	Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty members (n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A follow-up questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34). (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01