(530)AN ACTIVE AND INTEGRATIVE ASSESSMENT STRATEGY TO IMPROVE TEACHING-LEARNING CYCLE OF ANIMAL PHYSIOLOGY

摘要

Assessment of student learning is an essential requirement to improve teaching in the framework ofthe European Space for Higher Education (ESHE). Such improvement implies the development ofnew and diversified assessment tools that let the teacher to know whether the cognitive objectives ofthe course have being achieved by the students (knowledge as a goal), and also contribute toencourage and enhance student self-learning. In this sense, assessment must be continuous,formative and focused on the acquisition of a variety of generic competences, skills and long-lifelearning (knowledge as a tool). The aim of this experience was to develop an active and integrativestrategy to assess and promote learning in Animal Physiology, a graduate subject currently taught atthe Physiology (Animal Physiology II)Department of the Biology Faculty at the ComplutenseUniversity of Madrid. We have designed and developed specific assessment instruments, includingcheck lists, observation reports, quizzes, surveys, and rubrics to assess and monitor the followingitems: 1)The student learning, including knowledge (models of test exams, rubrics to evaluate shortquestions and themes and an observation report to evaluate a glossary), procedures (check lists,rubrics and observation reports to assess laboratory skills, oral presentations and debates), andattitudes (a check list and observation reports). These three aspects of student learning will beevaluated using teaching-assessment, self-assessment and co-assessment. 2)The quality of teachingand assessment (meta-assessment). To evaluate these aspects we have used student-assessment(initial and final surveys)and teacher-assessment (self-quizzes and an observation report). Thesetools provide information to be used as feedback to modify the teaching, learning and assessmentactivities. Besides, in order to facilitate the implementation of this strategy in the classrooms we haveelaborated an assessment schedule specifying when the different instruments have to be usedthroughout the academic course. We have also generated a guide with instructions and objectives foreach assessment instrument. The present work has also contributed to the development of e-learningmethodologies in the UCM, since we have also designed and created several on-line spaces of selfassessment,glossary, tutorial, e-mail, thematic chats, evaluation calendar, and qualifications. Theseon-line instruments are easy and useful tools for the student to check their learning progress and toassess student implication in the different activities and tasks performed. In summary, thedevelopment and implementation of this integrative and diversified strategy of assessment results inan active involvement of the student in their own learning and let us to advance in the adaptation ofthe Animal Physiology course to the ESHE, and then, contributing to the implementation of theBologna process in the UCM.