Exploring Teaching and Learning in the Graduate Biosciences
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This monograph addresses a number of pedagogical andpractical aspects of providing quality graduateteaching within the biological sciences in the 21stCentury. These aspects include the following:(1) Optimal design of online content, havingconsidered issues such as aims, sequence of content,alignment and evaluation. (2) Using interview data to examine and improvelearning conceptions and approaches.(3) Critical evaluation of assessment procedures,including issues such as assessment criteria, therelationship between assessment and learning, and themultiple purposes of assessment. The purposes ofa...
This monograph addresses a number of pedagogical and
practical aspects of providing quality graduate
teaching within the biological sciences in the 21st
Century. These aspects include the following:
(1) Optimal design of online content, having
considered issues such as aims, sequence of content,
alignment and evaluation.
(2) Using interview data to examine and improve
learning conceptions and approaches.
(3) Critical evaluation of assessment procedures,
including issues such as assessment criteria, the
relationship between assessment and learning, and the
multiple purposes of assessment. The purposes of
assessment in general are treated and a review is
made of aspects such as alignment of assessment with
learning objectives, summative and formative
feedback, general and type-specific assessment
criteria, and common weaknesses in the assessment
schemes used in higher education.
(4) Making the most of student feedback with a view
to improving course curricula.
practical aspects of providing quality graduate
teaching within the biological sciences in the 21st
Century. These aspects include the following:
(1) Optimal design of online content, having
considered issues such as aims, sequence of content,
alignment and evaluation.
(2) Using interview data to examine and improve
learning conceptions and approaches.
(3) Critical evaluation of assessment procedures,
including issues such as assessment criteria, the
relationship between assessment and learning, and the
multiple purposes of assessment. The purposes of
assessment in general are treated and a review is
made of aspects such as alignment of assessment with
learning objectives, summative and formative
feedback, general and type-specific assessment
criteria, and common weaknesses in the assessment
schemes used in higher education.
(4) Making the most of student feedback with a view
to improving course curricula.
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