Assessing Practical Laboratory Skills in Undergraduate Molecular Biology Courses

Autor/inn/en	Hunt, Lynne; Koenders, Annette; Gynnild, Vidar
Titel	Assessing Practical Laboratory Skills in Undergraduate Molecular Biology Courses
Quelle	In: Assessment & Evaluation in Higher Education, 37 (2012) 7, S.861-874 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2011.576313
Schlagwörter	Student Evaluation; Undergraduate Students; College Science; Molecular Biology; Laboratory Procedures; Skills; Employment Potential; Student Participation; Evaluation Criteria; Action Research; Observation; Questionnaires; Focus Groups; Interviews; Pilot Projects; Intervention; Student Attitudes; Teacher Attitudes; College Faculty; Teacher Student Ratio; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Molekularbiologie; Laboruntersuchung; Skill; Fertigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Projektforschung; Beobachtung; Fragebogen; Interviewing; Interviewtechnik; Pilot project; Modellversuch; Pilotprojekt; Schülerverhalten; Lehrerverhalten; Fakultät; Lehrer-Schüler-Relation; Ausland; Australien
Abstract	This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students' employment prospects through provision of evidence of their skills. Previously, assessment was based on written laboratory reports and examinations, not on the demonstration of practical skills per se. This action research project involved altering the assessment design so that a greater proportion of the marks was allocated to active participation and learning in the laboratory, partially replacing a single examination with direct observation of student participation and learning over a prolonged period of weekly laboratory sessions. We ascertained staff and students' perceptions of the new assessment processes by means of a Likert scale questionnaire, student focus group and individual staff interviews. Overall, students and staff evaluated the new assessment structure positively, citing fairness, authenticity and reward for effort. Results also revealed the need for specific training of staff in this form of assessment and indicated staff-student ratios made assessment burdensome. Four out of five students reported that an increased awareness of the importance of practical laboratory skills stimulated them to greater efforts to achieve. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10