Literaturnachweis - Detailanzeige
| Autor/inn/en | Stark, Emily; Kintz, Sedona; Pestorious, Chloey; Teriba, Akorede |
|---|---|
| Titel | Assessment for Learning: Using Programmatic Assessment Requirements as an Opportunity to Develop Information Literacy and Data Skills in Undergraduate Students |
| Quelle | In: Assessment & Evaluation in Higher Education, 43 (2018) 7, S.1061-1068 (8 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Kintz, Sedona) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2018.1432029 |
| Schlagwörter | Undergraduate Students; Information Literacy; Skill Development; Research Skills; Psychology; Program Evaluation; Data Collection; Decision Making; Test Construction; Surveys |
| Abstract | Departments and programmes in higher education are required to participate in an increasing number of programme, course and student assessments. These assessment requirements are also opportunities to develop student skills related to scientific literacy and research, if students are included in the process of developing, administering and interpreting these assessments. This paper describes a course designed to build student research skills through incorporating undergraduate students into the process of programme review for a psychology department, a comprehensive assessment required of this department every five years. This course proved to be an effective way to engage students, as students developed and administered assessment surveys, analysed and interpreted results, and prepared both a professional report for the department as well as a research presentation. The paper discusses recommended course activities, and shows how this opportunity can benefit students and faculty in a myriad of ways. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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