Analysis of assessment practice and subsequent performance of third year level students in natural sciences

Abstract

Summative assessment qualifies the achievement of a student in a particular field of specialization at a given time. Questions should include a range of cognitive levels from Bloom's taxonomy and be consistent with the learning outcomes of the module in question. Furthermore, a holistic approach to assessment, such as the application of the principles of the Herrmann Whole Brain Model, needs to be used to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment of two third year level modules in the Bachelor of Science degree programme, namely Biochemistry and Zoology as part of action research with a view to enhancing the professional development of the lecturers involved. The questions posed in summative assessments were classified in terms of Bloom's differentiation of cognitive levels and the four different learning styles determined by Herrmann. Spearman's non-parametric analysis indicated that no correlation existed in this study between cognitive level and student performance based on achievement. In addition, there was not much difference between the cognitive levels and student performance between the two disciplines. Although the students seemed to do better at application level questions, the authors need to reflect on whether the assessments were valid with respect to the learning outcomes, methods of facilitating learning, and the assessments based on cognitive levels and learning style preferences. We conclude that continuous action research must be taken to improve the formulation of learning outcomes and students' achievement of these outcomes and quality of student learning – the main aim being the successful completion of the modules.

Keywords:

• assessment
• whole brain learning
• Bloom's taxonomy
• professional development
• action research

Funding

This work was supported by the Improved Graduate Throughput Grant from the Department of Higher Education and Training.

Notes on Contributors

KC Lucas has lectured Biochemistry at the University of Limpopo for the last 22 years. She has lectured all levels of Biochemistry students which includes the Biochemistry third year course and presently resides in the Quality Assurance 0ffice. Her interests are curriculum design and alignment, scholarship of teaching and learning and protein biochemistry.

SM Dippenaar has been lecturing Zoology at the University of Limpopo for the last 20 years. She has lectured all levels of Zoology students which includes the Zoology third year course since 2007. Her interests lie in copepod research, professional development and in teaching and learning.

PJ Du Toit has been a scholar of teaching and learning in higher education for more than 20 years and specializes in Higher Education at the University of Pretoria. His interests lie in higher education, educational leadership, curriculum design, and active learning, scholarship of teaching and learning, qualitative research, professional development, transformative learning, learning and the brain, adult and continuing education, teacher's practices, and holistic education.

Additional information

Funding

Funding: This work was supported by the Improved Graduate Throughput Grant from the Department of Higher Education and Training.