Bioessays formative and summative assessment

Here, educators and students have a prime opportunity to engage one another and, on a human level, exchange and reinforce not only domain knowledge, but its meaning, context and value.

Internet resources are available to assist presenters in quickly amassing and analysing this information and are suitable even for large class sizes e.

Economy, work and neo-liberalism. Bioinformatics educators may thus benefit from re-evaluating the role of presentation in instruction.

Achieving meaningful, functional simplicity is no trivial task when the subject itself inheres complexity; however, the benefits to communication, and hence education, are numerous.

That interdisciplinarity education requires learners to take a very active cognitive role is clear and such a role should be encouraged even in the typically passive context of academic presentation. Paijmans, Johanna LA, M.

Careful planning guided by learning taxonomies may thus limit content redundancy. Collectively, these contribute to a form of psychological reactivity, altering audience behavior with respect to the cognitive bias of an observer.

Intelligent use of immediacy effects [ 3637 ] has been positively linked to student performance [ 38 ]. When immediacy effects correspond to the intellectual attitudes adopted by an expert in the treatment of domain content—the cautiousness of meta-analytical design, the healthy suspicion of statistical results, the excitement of validating in silico analyses in the wet-lab—they transfer a form of meta-content highly compatible with the medium of live presentation.

A thorough discussion on visual communication is beyond the scope of this review; however, there are ample introductory texts on the subject. The motivation of biologically minded students to learn bioinformatics is likely to arise from the same source that inspired them to learn basic optics for microscopy: His style, involving a combination of slideware and specialized software, prompts cognitive participation from the audience.

Vegetation History and Archaeobotany, The medium of the presenter As presenters, educators become the richest information source available to an audience. When the breadth of expertise compiled in a discipline such as bioinformatics is paralleled with the constraints of any teaching program, realism in selecting learning goals and content is essential [ 1 ].

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This is educationally detrimental: Indicative reading Hofreiter, M. Zeder M A ed. Even the workings of more complex tools such as BLAST [ 65 ] can be illustrated using text or text-like elements as visual actors.

His style, involving a combination of slideware and specialized software, prompts cognitive participation from the audience. This may be done on the content-level by presenting topics with similar degrees of conceptual challenge to each interest group i.

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Several elements of delivery employed by TED speakers as well as their educational value are described below. The aim is to encourage educators to reflect on the great potential of live presentation in facilitating bioinformatics education.

Academic meaning, particularly in the microscopic and abstract domains, is often subtle and not amenable to representation with rich visuals. Collectively, these contribute to a form of psychological reactivity, altering audience behavior with respect to the cognitive bias of an observer.

Analogous reactivity in human audiences is a great obstacle during assessment of student understanding. New Genetic and Archaeological Paradigms.

When the breadth of expertise compiled in a discipline such as bioinformatics is paralleled with the constraints of any teaching program, realism in selecting learning goals and content is essential [ 1 ]. Written and verbal feedback will be available within 6 weeks of formative and summative deadlines.

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Understanding the influence of the presenter and exercising it with awareness is central in managing content delivery during an educational presentation. Indeed, in the current information age, it would be unfortunate if expert-audience interaction was dictated by low-level information transfer.

Daniel T. Hickey, Gita Taasoobshirazi and Dionne Cross, Assessment as learning: Enhancing discourse, understanding, and achievement in innovative science curricula, Journal of Research in Science Teaching, 49, 10, (), ().

A fine balance: Formative and Summative Assessment in the classroom hazemagmaroc.comional models of schooling which are not in line with these key findings and, so runs this argument, are thus not well suited to our knowledge economies and societies.

Bailey, Wayne () Web conferencing and blended learning: Using webinars as a bridge between formative and summative assessment on part-time degree programmes. In: INTED Proceedings. IATED, pp.

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Classification: Pasta Dichotomous Key- students create the key- could be used as a formative or even a summative assessment. Science Matters.

Science Skills. See more What others are saying Bioessays journal information science Papers in BioEssays are. BioEssays expects that all authors will conform to the National Science Advisory.

ASSESSMENT. Formative assessments include: three jigsaw assignments in which students read and discuss assigned scientific articles; scaffolded reporting in which students submit their lab reports in stages (project ideas, introduction, methods, results), and as initial drafts for review; and weekly check-ins with the laboratory instructor.

In addition, examples of the assessment questions used to gauge student understanding of the experiments are provided in Supplemental File S9. We used these questions in weekly quizzes and a cumulative final exam, to provide both formative and summative assessment of student learning.

Bioessays formative and summative assessment
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