Publication:
Using assessment audits to understand students’ learning obstacles
Using assessment audits to understand students’ learning obstacles
dc.contributor.author | LeBard, Rebecca | en_US |
dc.contributor.author | Quinnell, Rosanne | en_US |
dc.date.accessioned | 2021-11-25T14:45:23Z | |
dc.date.available | 2021-11-25T14:45:23Z | |
dc.date.issued | 2008 | en_US |
dc.description.abstract | Undergraduate science students are given opportunities to link the descriptions of scientific phenomena presented in lectures to their own observations of similar scientific phenomena in practical classes so as to reinforce key concepts. Being able to conceptually move between the scientific phenomena and the abstracted figures or equations that represent those phenomena is a key skill. Developing this skill, and confidence with applying this skill, is the implicit objective of many undergraduate practical classes. However, students seem unable to adequately explain their observations, despite the implementation of many “how to” guides, and this is of concern, which is why we seek to identify some of the factors that seem to impede students from being able to correctly translate and explain scientific data. We audited 118 laboratory reports in from second year molecular biology students to assess students’ abilities to correctly record and calculate data, appropriately present data, and clearly explain the representation of their data. Each of these abilities were linked to criteria in the report marking scheme students had been provided and for the purpose of our audit, graded as to whether the students completed the task poorly or not at all (1), adequately with some errors (2), or correctly and clearly (3). The data showed that a high proportion of students could not complete these tasks correctly and confirms that students have difficulty moving between the phenomena they observe and its abstract presentation. Having identified and quantified where students are having difficulties, we will use this information to inform the design of an online learning module to improve the conceptual linkages between a) an observed scientific phenomenon, b) the experimental data c) how these data are presented and d) interpreted. We expect to be able to determine the efficacy of this approach by re-auditing laboratory reports, after the online module is in place. | en_US |
dc.identifier.isbn | 978-1-74210-062-3 | en_US |
dc.identifier.uri | http://hdl.handle.net/1959.4/43286 | |
dc.language | English | |
dc.language.iso | EN | en_US |
dc.publisher | Uniserve Science | en_US |
dc.rights | CC BY-NC-ND 3.0 | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/3.0/au/ | en_US |
dc.source | Legacy MARC | en_US |
dc.subject.other | assessment audit | en_US |
dc.subject.other | troublesome knowledge | en_US |
dc.title | Using assessment audits to understand students’ learning obstacles | en_US |
dc.type | Conference Paper | en |
dcterms.accessRights | metadata only access | |
dspace.entity.type | Publication | en_US |
unsw.accessRights.uri | http://purl.org/coar/access_right/c_14cb | |
unsw.description.notePublic | Original inactive link: http://science.uniserve.edu.au/pubs/procs/2008/182.pdf | en_US |
unsw.description.publisherStatement | © 2008 Rebecca LeBard and Rosanne Quinnell The authors assign to UniServe Science and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to UniServe Science to publish this document on the Web (prime sites and mirrors) and in printed form within the UniServe Science 2008 Conference proceedings. Any other usage is prohibited without the express permission of the authors UniServe Science reserved the right to undertake editorial changes in regard to formatting, length of paper and consistency. | en_US |
unsw.publisher.place | Sydney, Australia | en_US |
unsw.relation.faculty | Science | |
unsw.relation.ispartofconferenceLocation | Sydney, Australia | en_US |
unsw.relation.ispartofconferenceName | Uniserve Science | en_US |
unsw.relation.ispartofconferenceProceedingsTitle | Visualisation and Concept Development | en_US |
unsw.relation.ispartofconferenceYear | 2008 | en_US |
unsw.relation.ispartofpagefrompageto | 182-187 | en_US |
unsw.relation.originalPublicationAffiliation | LeBard, Rebecca, Biotechnology & Biomolecular Sciences, Faculty of Science, UNSW | en_US |
unsw.relation.originalPublicationAffiliation | Quinnell, Rosanne, Faculty of Science, UNSW | en_US |
unsw.relation.school | School of Biotechnology & Biomolecular Sciences | * |