Assessment design by students: Active Learning involving students as partners in learning and teaching

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Love, Christopher
Griffith University Author(s)
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2018
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Brisbane, Australia

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Abstract

Students as Partners (SaP) approach was initiated to enhance engagement in Protein Science (2nd year biochemistry course). The approach involved providing students with a voice in choosing topics for the curriculum and designing assessment. We felt that giving the students a say in what was taught and allowing them to design assessment would encourage them be more engaged and have a vested interest in being involved. The active learning component of the partnership required students to design multiple choice questions and a selection of these would appear on the exam. Student were provided with some scaffolding resources for designing multiple choice questions, and students were asked to reflect on the experience. A student perspective of this active learning task will be discussed in the session based the reflections provided by students.

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3rd SEQ STEM Learning Development Symposium

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© The Author(s) 2018. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).

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Higher education

Curriculum and pedagogy

Learning sciences

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Love, C, Assessment design by students: Active Learning involving students as partners in learning and teaching, 3rd SEQ STEM Learning Development Symposium, 2018