2 research outputs found
Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs)
No full text[EN] Background: Extended matching questions (EMQs) were introduced as an objective assessment tool into third year immunology undergraduate units at Monash University, Australia. Aim: The performance of students examined objectively by multiple choice questions (MCQs) was compared to their performance assessed by EMQs; there was a high correlation coefficient between the two methods. EMQs were then introduced and the correlation of student performance between related units was measured as a function of percentage objective assessment. The correlation of student performance between units increased proportionally with objective assessment. Student performance in tasks assessed objectively and subjectively was then compared. The findings indicate marker bias contributes to the poor correlation between marks awarded objectively and subjectively. Conclusion: EMQs are a valid method to objectively assess students and their increased inclusion in the assessment process increases the consistency of student marks. The subjective assessment of science communication skills introduces marker bias, indicating a need to identify, validate and implement, more objective methods for their assessment.Slattery, R. (2017). Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs). En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 924-932. https://doi.org/10.4995/HEAD17.2017.5473OCS92493
Duet Lectorials: An Engaging Approach to Interdisciplinary Teaching
No full text[EN] Duet Lectorials were delivered to third-year students undertaking their final ‘cap-stone’ unit by two experts straddling two inter-related but distinct biomedical disciplines. This interdisciplinary teaching approach was introduced for two reasons: firstly, to address a gap in integrated learning at the interface between biomedical disciplines; and secondly, to support non- teaching focused, research experts, in the engaging delivery of lectures. Compared with traditional lecture delivery, students who had received Duet Lectorials reported an increase in their enjoyment of learning, a greater interest and engagement with the subject content, and, most importantly, improved in-depth understanding of the topic through an integrated perspective of the two disciplines. This positive outcome in student learning was further validated by improved performance in objective assessment tasks. Lecturers delivering Duet Lectorials reported a deepening of their own interdisciplinary knowledge that stimulated their enjoyment of teaching. Thus, interdisciplinary teaching using interactive Duet Lectorials emerges as a powerful approach to improve both student and teacher engagement and learning in the classroom, and brings a strong contribution to breaking the discipline-specific “silo” mentality in the teaching of complex aspects of biomedical sciences.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Slattery, R.; Taylor, R.; Doerig, C. (2018). Duet Lectorials: An Engaging Approach to Interdisciplinary Teaching. Editorial Universitat Politècnica de València. 951-959. https://doi.org/10.4995/HEAD18.2018.8125OCS95195
