The TRIPSE: A process-oriented exam for large undergraduate classes

被引：7

作者：

Nastos, Stash ^{[1
]}

Rangachari, P. K. ^{[1
]}

机构：

[1] McMaster Univ, Dept Med, Fac Hlth Sci, Bachelor Hlth Sci Honors Program, Hamilton, ON L8S 4K1, Canada

来源：

BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION | 2013年 / 41卷 / 03期

关键词：

active learning; assessment of educational activities; problem-based learning; inquiry-based teaching; PBL; effective in-class problems; scholarship of teaching and learning; molecular biology; cellular biology; cellular physiology; INHIBITION; ARTHRITIS; SCIENCE; COURSES;

D O I：

10.1002/bmb.20696

中图分类号：

Q5 [生物化学]; Q7 [分子生物学];

学科分类号：

071010 ; 081704 ;

摘要：

The TRIPSE (tri-partite problem solving exercise), a process-oriented exam that mimics the scientific process, was used previously in small classes (15-25). Provided limited data, students frame explanations and design experimental tests that they later revise with additional information. Our 6-year experience using it with larger numbers (155-204) in a freshman biology course, suggests that it could provide a means of assessing individual student performance. Students rated the learning value of this experience to be significantly higher than a standard MCQ on a 10-point scale (TRIPSEs 8.2, CI 8.1/8.4 vs. MCQs 4.9, CI 4.8/5.1, n = 712). Additionally, we tested one cohort (n = 146) with a group TRIPSE (groups of 6), and found that this variant also provided a valuable learning experience (8.0, CI 7.7/8.3). (c) 2013 by The International Union of Biochemistry and Molecular Biology, 41(3):145-155, 2013

引用

页码：145 / 155

页数：11

共 21 条

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