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Promoting self-directed learning using a menu of assessment options: the investment model.
Adv Physiol Educ. 2006 Dec; 30(4):181-94.AP

Abstract

Undergraduate science students took an Inquiry course in their second (sophomore) year. The course was designed to explore the social life of scientific knowledge. They were given a set of eight assessment options: personal logs, targeted oral examinations, commentaries, mini-lectures, individual explorations, research proposals, book reviews, and problem-solving exercises. Each option had a specific maximum mark (percentage or grade point) associated with it. Students were permitted to select any set of options to obtain their total grade for the course. From the student's perspective, the course provided a valuable learning experience and enabled them to recognize the complexities involved in the process of generating scientific information and making it useful and relevant to the public. The opportunity given to select their own assessment options enhanced their learning. For me, as the sole instructor managing 51 students, the experience was rewarding.

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Authors+Show Affiliations

Rangachari PK
Bachelor of Health Sciences (Honours) Program, Department of Medicine, Faculty of Health Sciences, Michael G. DeGroote Centre for Learning and Discovery, McMaster University, Hamilton, Ontario, Canada. chari@mcmaster.ca

MeSH

Educational MeasurementHumansProblem-Based LearningResearch DesignScienceSelf-AssessmentStudentsWriting

Pub Type(s)

Journal Article

Language

eng

PubMed ID

17108246

Citation

Rangachari, P K.. "Promoting Self-directed Learning Using a Menu of Assessment Options: the Investment Model." Advances in Physiology Education, vol. 30, no. 4, 2006, pp. 181-94.
Rangachari PK. Promoting self-directed learning using a menu of assessment options: the investment model. Adv Physiol Educ. 2006;30(4):181-94.
Rangachari, P. K. (2006). Promoting self-directed learning using a menu of assessment options: the investment model. Advances in Physiology Education, 30(4), 181-94.
Rangachari PK. Promoting Self-directed Learning Using a Menu of Assessment Options: the Investment Model. Adv Physiol Educ. 2006;30(4):181-94. PubMed PMID: 17108246.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Promoting self-directed learning using a menu of assessment options: the investment model. A1 - Rangachari,P K, PY - 2006/11/17/pubmed PY - 2006/12/15/medline PY - 2006/11/17/entrez SP - 181 EP - 94 JF - Advances in physiology education JO - Adv Physiol Educ VL - 30 IS - 4 N2 - Undergraduate science students took an Inquiry course in their second (sophomore) year. The course was designed to explore the social life of scientific knowledge. They were given a set of eight assessment options: personal logs, targeted oral examinations, commentaries, mini-lectures, individual explorations, research proposals, book reviews, and problem-solving exercises. Each option had a specific maximum mark (percentage or grade point) associated with it. Students were permitted to select any set of options to obtain their total grade for the course. From the student's perspective, the course provided a valuable learning experience and enabled them to recognize the complexities involved in the process of generating scientific information and making it useful and relevant to the public. The opportunity given to select their own assessment options enhanced their learning. For me, as the sole instructor managing 51 students, the experience was rewarding. SN - 1522-1229 UR - https://www.unboundmedicine.com/medline/citation/17108246/Promoting_self_directed_learning_using_a_menu_of_assessment_options:_the_investment_model_ L2 - https://journals.physiology.org/doi/10.1152/advan.00001.2006?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -