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Analysis of testing with multiple choice versus open‐ended questions: Outcome‐based observations in an anatomy course 
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下载免费PDF全文 Cheryl A. Melovitz Vasan David O. DeFouw Bart K. Holland Nagaswami S. Vasan 《Anatomical sciences education》2018,11(3):254-261
The pedagogical approach for both didactic and laboratory teaching of anatomy has changed in the last 25 years and continues to evolve; however, assessment of student anatomical knowledge has not changed despite the awareness of Bloom's taxonomy. For economic reasons most schools rely on multiple choice questions (MCQ) that test knowledge mastered while competences such as critical thinking and skill development are not typically assessed. In contrast, open‐ended question (OEQ) examinations demand knowledge construction and a higher order of thinking, but more time is required from the faculty to score the constructed responses. This study compares performances on MCQ and OEQ examinations administered to a small group of incoming first year medical students in a preparatory (enrichment) anatomy course that covered the thorax and abdomen. In the thorax module, the OEQ examination score was lower than the MCQ examination score; however, in the abdomen module, the OEQ examination score improved compared to the thorax OEQ score. Many students attributed their improved performance to a change from simple memorization (superficial learning) for cued responses to conceptual understanding (deeper learning) for constructed responses. The results support the view that assessment with OEQs, which requires in depth knowledge, would result in student better performance in the examination. Anat Sci Educ 11: 254–261. © 2017 American Association of Anatomists. 相似文献
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Traditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives: for the student to successfully gain a solid knowledge base of human anatomy and to develop and hone clinical reasoning skills. In a basic anatomy course, clinical case discussions based on underlying anatomic anomalies or abnormalities are the major means to teach students clinical reasoning skills. By identifying, classifying, and analyzing the clinical data given, a student learns to methodically approach a clinical case and formulate plausible diagnoses. Practicing and perfecting clinical problem‐solving skills should be a major objective of the anatomy curriculum. Such clinical reasoning skills are indeed crucial for the successful and expert practice of medicine. Anat Sci Ed 1:267–268, 2008. © 2008 American Association of Anatomists. 相似文献
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Linda Baggott La Velle Angela McFarlane Richard Brawn 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):183-199
The papers in this volume of BJET relate to the over-riding concern about the role of information and communications technologies (ICT) in education: the extent to which the claims of policy makers, administrators, publicists, politicians and bureaucrats are borne out in the reality of teaching and learning inside and outside the classroom. One approach to providing the evidential base for judging the extent of and nature of the gap between rhetoric and reality and closing it are major research studies based upon statistically significant sampling like IMPACT2, another is to build up a body of in-depth case-study evidence that can be used as the basis for generalisation. This paper falls into the latter category, looking at a case study of the initial stages of the development of effective ICT in Science Education. The research and development work involved is an element in the ICT strand of the Teaching and Learning in the Information Age Project. The paper first reviews the issues in the development of a design initiative for furthering our understanding of the problem of knowledge transformation in science education through ICT. A discussion of the development of ICT use in science education then leads to an illustration of current use in UK school science classrooms and laboratories. A theoretical framework of teacher's knowledge and pedagogical reasoning in science through ICT is presented as the basis for the curriculum research and redevelopment that the case study involves. The case study, findings and discussion then follow. 相似文献
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Götz Krummheuer Marianne Leuzinger-Bohleber Marion Müller-Kirchof Melanie Münz Rose Vogel 《Educational Studies in Mathematics》2013,82(2):183-199
Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep mathematical knowledge. The method of analysis involved the establishment of a set of specific curriculum goals and associated indicators, based on research into the teaching and learning of a particular field within the mathematics curriculum, namely proportion and proportional reasoning. Topic selection was due to its pervasive nature throughout the school mathematics curriculum at this level. As a result of this study, it was found that the five textbook series examined provided limited support for the development of multiplicative structures required for proportional reasoning, and hence would not serve well the development of deep learning of mathematics. The study demonstrated a method that could be applied to the analysis of junior secondary mathematics in many parts of the world. 相似文献
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论职业核心能力的培养策略和方法 总被引：1，自引：0，他引：1
国际职业教育界提出了5种基本的职业能力观,分别强调个人的特性、工作需求、实际应用知识能力、适应能力、变革能力。人们普遍关注的职业核心能力主要包括学会学习的能力、交流能力、社会能力、组织和管理能力、问题解决能力等。为了更好地培养学生的职业核心能力,职业学校有必要深化教育目标、课程体系、教学方法和教学评价形式的改革,并特别强调社会实践能力和动手能力的培养。 相似文献
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司颐 《中国教育技术装备》2012,(21):85-86
阐述基于工作过程的有机产品检验技术课程方案开发思路和步骤,重点阐述学习情境的设计、课程体系的构建及考核方式的改革。在教学过程中以有机产品检验项目为载体,使学生在完成检验任务的同时,既提高实践技能,又掌握必备的理论知识,培养学生综合职业能力。还进一步探讨基于工作过程的课程教学实施的相关问题。 相似文献
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PBL教学法提出大学阶段的英语教学应以多学科的社会、人文、科普等综合知识为教学内容,并使知识围绕学习问题实现整合,让学生在合作学习中主动建构这些知识。PBL教学法应用于大学英语阅读教学,主要包括问题准备、资料查阅、小组交流、课堂讨论、评价总结等环节。PBL教学法的应用使得学生能在有意义的知识学习过程中主动地从语言中获取知识,并进一步提高了语言技能。 相似文献
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Lydia Schaap Henk G. Schmidt Peter P.J.L. Verkoeijen 《Assessment & Evaluation in Higher Education》2012,37(7):875-887
The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior knowledge, class attendance and individual study time, and Progress Test scores was analysed. The data showed that level of initial learning was positively associated with prior knowledge and class attendance. Further, level of initial learning was positively related to knowledge growth at the end of the first year of the curriculum. Students with higher levels of initial learning had a more extended knowledge base at the end of the first year of their curriculum than students with lower levels of initial learning. Prior knowledge, class attendance and individual study time did not have a significant relation with knowledge growth. 相似文献
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《中国高考评价体系》将立!树人定位在评价的核心目标上,实现了我国高考核心功能的创新;在测评中主张素质立意,实现了我国高考评价理念的创新;将国家基础教育课程、高校人才选拔需求以及教学与考试等教育因素融会贯通于价值引领的评价体系中,实现了我国高考评价设计的创新;基于学习活动的规律,用情境作为载体有效考查知识、能力和素养,实现了高考评价策略的创新;以创建具有中国特色的高考评价体系为标志,以不断推进我国高考治理体系和治理能力现代化为追求,实现了我国高考评价发展的创新。 相似文献
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This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge acquisition under conditions in which the learner is not the addressee and does not physically interact in any way with the source of the content to be mastered. The second section describes cognitive constructivism from the standpoint of schema theory and the work of Bartlett (1932). The next section describes four principles of curriculum design that support constructive processes during vicarious learning and reviews the process of self-explanation and how computer prompted self-explanation supports constructive activities. Research showing the important role that overhearing deep-level reasoning questions plays in supporting constructive activities and deep-level learning is also described. In the next section, vicarious learning supported by deep-level reasoning questions is contrasted with tutoring as one kind of interactive learning. In the final section, some conclusions are drawn, a few empirical issues are discussed, and two caveats are noted. 相似文献
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学生学习方式的转变是基础教育课程改革的核心，也是本次课程改革在实施过程中的标志性体现。探究性学习是转变学生学习方式的有效载体，通过科学的探究使学生在原有的学习基础上形成基于问题的、探究的、合作的、富有个性的新学习方式。 相似文献
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Teachers not only need to develop a knowledge base for teaching, but also should be able to make reasoned decisions regarding
their classroom science teaching. Preservice teachers need opportunities to begin developing their pedagogical reasoning ability
as part of their undergraduate education so that science teaching in primary schools is based on sound reasoning. This paper,
using a case study methodology, reports on the initial pedagogical reasoning ability of second-year preservice primary teachers.
By completing a problem-based science education topic, these preservice teachers had the opportunity to explore all stages
in the pedagogical reasoning process. Preservice teachers initially demonstrated limited pedagogical reasoning ability, but
as a result of the framework provided in the problem-based approach, they were able to refine their reasoning ability. Through
a combination of group work and individual research, the preservice teachers were able to integrate their science knowledge,
curriculum knowledge and knowledge of learners and apply this to a peerteaching situation and in the process develop their
pedagogical reasoning skills. 相似文献
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严奕峰 《课程.教材.教法》2021,41(5):11-17
随着信息时代的到来,知识学习的目的与价值正在发生根本变化,这一变化在我国课程改革深化阶段提出的学科素养发展目标中清晰可见,学科学习的核心价值在于学科理解。学习价值诉求的改变对高质量课程评价提出了强烈需求。课程评价不仅需证明并促进深度学习,而且其自身就是一种深度学习活动,其基本价值诉求是学科理解,核心观测点是理解学生的理解。与此相伴的路径可概为:与真实生活建立关联,改革考试内容和方法;以学科实践为取向,设计复杂课堂评价任务;将评价转化为“教师研究”,提高教师课堂评价素养。 相似文献
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Henk J. M. Van Berkel 《Higher Education》1990,19(2):123-146
The problem-based learning curriculum differs from a conventional curriculum with regard to the cumulation of achieved knowledge. Instead of successively ordered topics, the student must learn to solve problems which are related to several topics. It is assumed that by the end of the course the student has mastered the intended goals. Comparisons of problem-based and conventional curricula regarding academic achievement show that differences between curricula-outcomes are very small, if there are any differences at all (Schmidt et al., 1987). But summative evaluation is not enough. The student and the institute are interested also in the growth of the student during the course. For this purpose a progress test is used.The aim of this paper is to describe how a problem-based curriculum is evaluated. It accents the progress test. 相似文献
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教育学视域中的化学学科知识有别于化学课程知识,还包含化学教学知识。化学学科核心素养的知识建构,体现了课程知识的选择性、教学性和教育性。核心素养的知识组成包括化学学科实体性知识、学科方法性知识和学科意义性知识。从化学学科核心素养知识组织的视角审视素养化教学,可获得如下启示:厘清知识素养关系,实现知识学习的素养培育;深化课程知识理解,明晰知识学习的素养内涵;注重教学知识创生,优化素养培育的教学方法。 相似文献
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Christo T. Philip Kenneth P. Unruh Nirusha Lachman Wojciech Pawlina 《Anatomical sciences education》2008,1(3):106-110
Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data supported by independent learning and research. However, no literature exists that describes a reverse teaching methodology in which students are given disease diagnosis and then asked to construct a patient case. This article discusses an explorative learning approach introduced in the gross anatomy course in which students were asked to use clinical skills and reasoning to create a patient case. The online knowledge‐sharing portal utilizing MediaWiki provided a necessary base for students in completing their task. Teams were given 4 weeks to complete their written online project with weekly feedback provided by 3rd year teaching assistants using the Wiki discussion page. A survey was performed to assess competence regarding a patient write up and oral presentation. Skills that the teams acquired through the completion of this project will benefit future patient interactions. This project also emphasized and reinforced the importance of effective communication, leadership, and teamwork. This study shows that a clinical anatomy project that incorporates explorative learning can be an effective way of introducing students to the skills needed for patient write ups and oral presentations. Furthermore this approach to learning allows students to excel during their clinical years and to correlate anatomy to clinical diagnoses. Anat Sci Ed 1:106–110, 2008. © 2008 American Association of Anatomists. 相似文献
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当前过程性评价已成为基于核心素养培育的课程评价的应有之义。“以证据为中心”（ECD）的理论模型可回答有关评价目标、内容、标准、情境等关键问题,高度契合核心素养对课程评价改革的现实吁求。然而,在基于ECD的课程评价改革实践过程中,存在着因评价模式单一化、学科知识片面化、学习境域分离化等问题引发的现实困境。为摆脱传统结果性评价桎梏,落实过程性评价,应以上位框架为表征,重构课程评价蓝图;以素养目标为导向,把握评价关键要领;以真实境况为索引,创设有机评价生态。 相似文献
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Lori R. Kogan Kristy L. Dowers Jacey R. Cerda Regina M. Schoenfeld-Tacher Sherry M. Stewart 《Journal of Science Education and Technology》2014,23(6):756-762
Veterinary schools, similar to many professional health programs, face a myriad of evolving challenges in delivering their professional curricula including expansion of class size, costs to maintain expensive laboratories, and increased demands on veterinary educators to use curricular time efficiently and creatively. Additionally, exponential expansion of the knowledge base through ongoing biomedical research, educational goals to increase student engagement and clinical reasoning earlier in the curriculum, and students’ desire to access course materials and enhance their educational experience through the use of technology all support the need to reassess traditional microscope laboratories within Professional Veterinary Medical (PVM) educational programs. While there is clear justification for teaching veterinary students how to use a microscope for clinical evaluation of cytological preparations (i.e., complete blood count, urinalysis, fecal analysis, fine needle aspirates, etc.), virtual microscopy may be a viable alternative to using light microscopy for teaching and learning fundamental histological concepts. This article discusses results of a survey given to assess Professional Veterinary Medical students’ perceptions of using virtual microscope for learning basic histology/microscopic anatomy and implications of these results for using virtual microscopy as a pedagogical tool in teaching first-year Professional Veterinary Medical students’ basic histology. 相似文献
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研究生教育作为更高层次的教育阶段,培养具有创新性科学研究能力的人才是其核心任务,也是评价高校研究生教学质量的最重要标准。“核心专题互助研讨式”课程模式强调专题性、互助性和独立性,充分挖掘学生的自主学习潜能,变学生的被动学习过程为主动探寻知识过程,从而有助于解决当前法科研究生科研创新能力不强的问题。 相似文献