Analysis of student engagement and learning using real-time assessment strategies in a remote Human Anatomy & Physiology Laboratory course

 

Lorie Woodson, EdD

Advances in Biology Laboratory Education, 2022, Volume 42

https://doi.org/10.37590/able.v42.extabs71

Poster file: https://doi.org/10.37590/able.v42.poster71

Abstract

Real-time assessment (RTA) is a philosophy of pedagogy that relies heavily on formative assessment activities to immediately guide instruction. These activities are low stakes and are frequent. The nature of the activities and their frequency is highly dependent upon the course, the makeup of students in that course, and the individual faculty member. The results of these assessments serve to guide the faculty member to understand: (a) how well students understand the material, and (b) what next steps should be taken to ensure that student learning continues to occur. The use of traditional, periodic assessments (i.e. quizzes, exams, lab reports, etc.) can create a delay in feedback to both the instructor and student as to the status of student content comprehension, and the opportunity for corrective instruction may be lost. The benefits of RTA are that students and faculty are acutely aware of progress towards learning objectives. As such, faculty are able to make course adjustments tailored to ensure that all students have a better opportunity to be successful, while students are able to self-correct their own learning behaviors as necessary (enhancing students? metacognitive skills

Keywords:  physiology, assessment, quiz, anatomy, small group work

Virtual ABLE (ViABLE) (2021)