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Boosting complex learning by strategic assessment and course design
Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för biomedicin och kirurgi, Avdelningen för medicinsk cellbiologi.ORCID-id: 0000-0002-4694-5611
2005 (engelsk)Inngår i: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 82, nr 4, s. 645-651Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

A strategic selection of instruction and assessment methods geared to higher cognition levels was used to foster increasingly complex learning. Assessment results from the redesigned course show that students are capable of mastering higher-order cognitive skills relative to these objectives, however the synthesis category constitutes a threshold in students' cognitive development. No single assessment method was found to be clearly the best, yet careful selection of the method that allows higher-order thinking made it possible to develop a combination of assessments that meet objectives.

sted, utgiver, år, opplag, sider
2005. Vol. 82, nr 4, s. 645-651
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-33498Lokal ID: 19522OAI: oai:DiVA.org:liu-33498DiVA, id: diva2:254321
Tilgjengelig fra: 2009-10-09 Laget: 2009-10-09 Sist oppdatert: 2017-12-13

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