Lectures Replaced by Prescribed Reading with Frequent Assessment: Enhanced Student Performance in Animal Physiology

Abstract

This article describes a study of the effects of partial replacement of lectures with a system of prescribed reading, supported by weekly objective testing in a second year animal physiology module. Formative tests with feedback within 24 hours were followed a week later with summative tests on the same material, utilising a proportion of the same questions. Over a three year period, students’ reported study hours during the module increased significantly over their normal study time. Summative test scores were always significantly higher than the preceding formative test scores. More study hours were devoted to the summatively assessed material. The topics taught in this way (nerve, muscle and endocrine physiology) were previously the subject of the poorest examination results, and were chosen least as examination essay topics. During the three years of the study, examination results improved for nerve physiology (marginal statistical significance) but the proportion of students choosing the different topics for their examination answers was unchanged. Students approved of the learning regime, but only when supported by some lectures.

Keywords:

• prescribed reading
• lectures
• assessment
• feedback

Acknowledgements

This study would not have been possible without the help and co-operation of my lecturing colleagues, Drs. D. Hoole, G. Hamilton and J. Hulme.

The author gratefully acknowledges financial support from an LTSN Biosciences Teaching Development Grant, and from Keele University Teaching Enhancement Fund.