title: Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.
abstract: Assessment 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. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):412-420, 2016.
authors.affiliation: School of Medical Science, Menzies Health Institute, Griffith University, Southport, Queensland, Australia.
authors.forename: Jessica J
authors.initials: JJ
authors.lastname: Vanderlelie
authors.affiliation: Learning Futures, Griffith University, Brisbane, Queensland, Australia.
authors.forename: Heather G
authors.initials: HG
authors.lastname: Alexander
mesh_terms: D001671:Biochemistry / Q000193:education*; D003585:Cell Biology / Q000193:education*; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement / Q000379:methods*; D009042:Motivation; D011361:Professional Competence; D015397:Program Evaluation; D013334:Students / Q000523:psychology*; D013663:Teaching; D014956:Writing
keywords: curriculum assessment; learning and curriculum design; medical education; tertiary-specific education