Journal article
Student-generated reading questions: diagnosing student thinking with diverse formative assessments
Biochemistry and molecular biology education, Vol.42(1), pp.29-38
01/2014
Handle:
https://hdl.handle.net/2376/110000
PMID: 24343750
Abstract
Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding.
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Details
- Title
- Student-generated reading questions: diagnosing student thinking with diverse formative assessments
- Creators
- Erika G Offerdahl - North Dakota State University, Department of Chemistry and Biochemistry, Fargo, ND, 58108Lisa Montplaisir
- Publication Details
- Biochemistry and molecular biology education, Vol.42(1), pp.29-38
- Academic Unit
- Molecular Biosciences, School of
- Publisher
- United States
- Grant note
- 52005889 / Howard Hughes Medical Institute
- Identifiers
- 99900547361301842
- Language
- English
- Resource Type
- Journal article