Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

Autor/in	Downs, C. T.
Titel	Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses
Quelle	In: South African Journal of Higher Education, 23 (2009) 4, S.656-673 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Student Evaluation; Academic Achievement; Botany; Biological Sciences; College Freshmen; Comparative Analysis; Comparative Testing; Zoology; Biology; Statistical Analysis; Pass Fail Grading; Achievement Rating; Weighted Scores; Criterion Referenced Tests; Norm Referenced Tests; Gender Differences; Educational Theories; South Africa + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Schulleistung; Botanik; Abwasserbiologie; Studienanfänger; Zoologie; Biologie; Statistische Analyse; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Geschlechterkonflikt; Educational theory; Theory of education; Bildungstheorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	First year students' academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed best in the coursework. Subcomponents of the theory examinations of each subject showed students performed more poorly in the essay section. As the highest frequency of students achieved a final mark in the 50-60 per cent category for all three subjects, it is clear that the weighting of the examinations to the final mark should not be increased as this would lower students overall performance and decrease pass rates dramatically. It appears that improvement of appropriate assessment tasks linked to learning outcomes, and appropriate development of learning opportunities need to be ongoing in both coursework and examinations for the three courses. (Contains 6 figures.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10