Assessment and teaching of science skills: whole of programme perceptions of graduating students

Hodgson, Yvonne, Varsavsky, Cristina and Matthews, Kelly (2014) Assessment and teaching of science skills: whole of programme perceptions of graduating students. Assessment and Evaluation in Higher Education, 39 5: 515-530. doi:10.1080/02602938.2013.842539


Author Hodgson, Yvonne
Varsavsky, Cristina
Matthews, Kelly
Title Assessment and teaching of science skills: whole of programme perceptions of graduating students
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
1469-297X
Publication date 2014-01-01
Year available 2013
Sub-type Article (original research)
DOI 10.1080/02602938.2013.842539
Open Access Status Not Open Access
Volume 39
Issue 5
Start page 515
End page 530
Total pages 16
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Formatted abstract
This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six nominated skills. In this quantitative study involving two Australian research-intensive universities, the teaching activities identified by students as developing the broadest number of skills were laboratory classes and tutorials. Lectures were only effective for developing scientific knowledge and, to a limited extent, ethical thinking. Assessment tasks that students perceived to utilise the broadest range of skills were assignments and oral presentations. The findings of this study document the students' perspective about their gains in skill sets, and the teaching activities and assessment tasks that require them to use and thus develop these skills. The findings provide an opportunity to evaluate the constructive alignment of skills development, teaching activities and assessment tasks from a student's perspective. Further research is required to actually measure the skills that students gain over their whole programme of study.
Keyword Assessment and learning
Learning gains
Science skills
Student perceptions
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 11 Oct 2013

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 8 times in Scopus Article | Citations
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Created: Tue, 29 Oct 2013, 21:54:32 EST by Kelly Matthews on behalf of School of Education