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dc.contributor.authorVanderlelie, Jessica J
dc.contributor.authorAlexander, Heather G
dc.date.accessioned2018-11-16T00:59:16Z
dc.date.available2018-11-16T00:59:16Z
dc.date.issued2016
dc.identifier.issn1470-8175
dc.identifier.doi10.1002/bmb.20962
dc.identifier.urihttp://hdl.handle.net/10072/99825
dc.description.abstractAssessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p < 0.0001) and written performance (p < 0.0001) in the final examination were noted that coincided with increased lecture attendance and overall engagement in the course. This study reinforces the importance of an integrated approach to assessment that includes well developed formative tasks and a continuous summative assessment strategy
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherJohn Wiley & Sons
dc.relation.ispartofpagefrom412
dc.relation.ispartofpageto420
dc.relation.ispartofissue4
dc.relation.ispartofjournalBiochemistry and Molecular Biology Education
dc.relation.ispartofvolume44
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchBiochemistry and Cell Biology
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode0601
dc.subject.fieldofresearchcode1302
dc.titleLearning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Medical Science
gro.hasfulltextNo Full Text
gro.griffith.authorVanderlelie, Jessica J.
gro.griffith.authorAlexander, Heather


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