University of Minnesota, Minneapolis, USA.
Am J Pharm Educ. 2011 Jun 10;75(5):94. doi: 10.5688/ajpe75594.
To develop a formative assessment strategy for use in an online pharmacy orientation course that fosters student engagement with the course content and facilitates a manageable grading workload for the instructor.
A formative assessment strategy involving student-generated, multiple-choice questions was developed for use in a high-enrollment, online course.
Three primary outcomes were assessed: success of the assessment in effectively engaging students with the content, interrater reliability of the grading rubric, and instructor perception of grading workload. The project also evaluated whether this metacognitive strategy transferred to other aspects of the students' academic lives. The instructor perception was that the grading workload was manageable.
Using student-generated multiple-choice questions is an effective approach to assessment in an online course introducing students to and informing them about the profession of pharmacy.
开发一种形成性评估策略，用于在线药学概论课程，以促进学生参与课程内容，并为教师提供可管理的评分工作量。
为一门高入学人数的在线课程开发了一种涉及学生生成的多项选择题的形成性评估策略。
评估了三个主要结果：评估在有效吸引学生参与课程内容方面的成功、评分细则的评分者间信度以及教师对评分工作量的看法。该项目还评估了这种元认知策略是否会转移到学生学术生活的其他方面。教师认为评分工作量是可以管理的。
在向学生介绍药学专业并为其提供信息的在线课程中使用学生生成的多项选择题是一种有效的评估方法。
