School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia.
School of Civil Engineering, The University of Queensland, Brisbane, Queensland, Australia.
Adv Physiol Educ. 2019 Dec 1;43(4):486-494. doi: 10.1152/advan.00040.2019.
An accurate self-assessment of student work can enhance student learning and subsequently improve academic performance. Instructors can facilitate this process by providing "standards" that students can utilize as feedback when self-evaluating their understanding. Traditional forms of feedback, such as marked assessment tasks, are limited in their ability to serve as standards, as they do not adequately capture variations corresponding to different levels of understanding. To develop a complex understanding in physiology, students have to integrate concepts pertaining to different subcomponents of body systems. The present study attempted to ascertain if exposing students to variations in complexity would refine their ability to self-evaluate their understanding and capacity to integrate concepts. Students were tasked to answer an essay-length, open-ended physiology question to expose their current understanding of the topic. The change in students' self-marking of their answer before and after being exposed to the variations in conceptual understanding of the topic were used to determine whether improvements in self-evaluation accuracy occurred. These variations were presented as instructor-generated answers to the open-ended question, framed using the structure of the observed learning outcome (SOLO) taxonomy. Student scores in the integrative questions of the end-of-semester exam were used as a measure of student ability to integrate concepts. Findings indicated that this intervention led to improvements in student self-evaluation and exam performance, and the positive outcomes were replicated across multiple iterations of the activity.
准确评估学生的作业可以促进学生的学习，进而提高学业成绩。教师可以通过提供学生在自我评价理解时可以用作反馈的“标准”来促进这个过程。传统的反馈形式，如标记的评估任务，在作为标准方面的能力有限，因为它们不能充分捕捉到对应不同理解水平的变化。为了在生理学中形成复杂的理解，学生必须整合与身体系统不同子组件相关的概念。本研究试图确定是否让学生接触到复杂性的变化会提高他们自我评价理解和整合概念的能力。学生被要求回答一篇篇幅较长的、开放式的生理学问题，以展示他们对该主题的当前理解。学生在接触到主题的概念理解变化前后对自己答案的自我标记的变化，用于确定自我评价准确性的提高是否发生。这些变化以教师生成的开放式问题的答案的形式呈现，使用观察到的学习成果（SOLO）分类法的结构来构建。期末考试中整合问题的学生成绩被用作衡量学生整合概念能力的一种手段。研究结果表明，这种干预措施提高了学生的自我评价和考试表现，并且在多次活动迭代中都得到了积极的结果。
