Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/95001
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dc.contributor.authorSaint, D.en
dc.contributor.authorHorton, D.en
dc.contributor.authorYool, A.en
dc.contributor.authorElliott, A.en
dc.date.issued2015en
dc.identifier.citationAdvances in Physiology Education, 2015; 39(3):218-222en
dc.identifier.issn1043-4046en
dc.identifier.issn1522-1229en
dc.identifier.urihttp://hdl.handle.net/2440/95001-
dc.description.abstractIn 2010, second-year physiology (n = 165) had a traditional single 3-h end-of-semester exam. To provide diagnostic feedback earlier, for students enrolled in 2011 (n = 128), we incorporated an in-class exam at 3 wk in addition to the final exam. Based on initial analysis and positive student comments, for the 2012 cohort (n = 148), we expanded this to incorporate four 1-h in-class exams every 3 wk plus a short final integrative exam. Average scores from exams and questionnaires (student evaluations of learning and teaching, 10 questions) were compared among 2010, 2011, and 2012 cohorts. We also compared scores in the practical component of the course, which had a constant format for all cohorts. Data are given as means ± SD; statistical analyses were done with unpaired two-way Students t-tests. From 2010 to 2012, there was a significant improvement in total exam scores (59.7 ± 15.8 vs. 68.6 ± 14.2, P < 0.001) but no significant change in total practical scores (72.3 ± 9.0 vs. 74.4 ± 10.2, P = 0.05), indicating that the rise in exam score was not due to higher academic abilities of the 2012 cohort. Overall mean student evaluation of learning and teaching responses (4.9 ± 0.4 vs. 5.3 ± 0.3, P = 0.015) and overall percent broad agreement (66.0 ± 8.0 vs. 79.2 ± 7.5, P = 0.003) indicated a significant improvement in student satisfaction. In conclusion, both learning outcome and perceived course quality were enhanced by the increased frequency of examinations, possibly by promoting consistent student study habits.en
dc.description.statementofresponsibilityD. A. Saint, D. Horton, A. Yool, and A. Elliotten
dc.language.isoenen
dc.publisherAmerican Physiological Societyen
dc.rightsCopyright © 2015 The American Physiological Societyen
dc.subjectassessmenten
dc.titleA progressive assessment strategy improves student learning and perceived course quality in undergraduate physiologyen
dc.typeJournal articleen
dc.identifier.rmid0030035426en
dc.identifier.doi10.1152/advan.00004.2015en
dc.identifier.pubid213510-
pubs.library.collectionPhysiology publicationsen
pubs.library.teamDS02en
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
Appears in Collections:Physiology publications

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