Formative assessment is highly beneficial for student motivation and achievement, but in undergraduate courses, especially large introductory life sciences courses, it may be difficult for instructors to gather the evidence necessary for quality formative assessment. Undergraduate teaching and learning assistants (UTLAs) can help to implement…

In this action research study, I propose a guided inquiry alternative to the traditional physical chemistry laboratory module where the equilibrium constant of acetic acid is determined conductometrically. I complement the guided inquiry structure with a 360° feedback support framework for the preparation and assessment of a laboratory report. The…

Two-stage collaborative exams are an increasingly popular form of formative assessment which have shown promising results in promoting student learning. While the benefit of two-stage collaborative exams is well researched, there is no clear consensus on the best way of implementing them--specifically with respect to forming student groups. In…

To better prepare undergraduate students for current and future biological challenges, scientists, educators and researchers in the Vision and Change report recommended five core conceptual areas essential for the improvement of biological literacy, one of which is biological systems. Systems are an identified core concept that may help promote…

Preliminary evidence regarding the effectiveness of a participation-based, formative assessment pedagogy in the laboratory component of undergraduate science classes is presented in this paper. The formative approach to teaching lab is unique in science education given the prevailing paradigm of summative assessment via grading lab reports. The…

The structure and function relationship is a core concept identified by physiology faculty. Prior research has shown this may be a difficult concept for students to understand. Formative written assessments, such as short answer essay questions, allow students to demonstrate their thinking by encouraging students to use their diverse ideas to…

Recently, scholars have suggested a co-design collaboration with instructors and students to effectively implement formative assessment (FA) practices because it ensures a high-quality design that considers users' needs, values, and goals in a specific learning context. This study examines the effect of co-designed FA practices, in which…

For various reasons, students receive less formative feedback at post-secondary institutions compared to secondary school. Considering feedback as one of the most important influencing factors on learning processes, formative feedback is a promising approach to improving students' performances. In this context, new technologies, such as learning…

Digital automated assessment is a valuable and time-efficient tool for educators to provide immediate and objective feedback to learners. Automated assessment, however, puts high demands on the quality of the questions, alignment with the intended learning outcomes, and the quality of the feedback provided to the learners. We here describe the…

While formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked,…

An undergraduate online course on Applied Biochemistry and Molecular Biology was developed through different formats of case study that included lecture, class discussion, small-groups discussion, and individual work. Cases covering health, biotechnology, agriculture, and other issues were developed or adapted from the literature to reach the…

Adult learning involves the analysis and synthesis of knowledge to become competent, which cannot be assessed only by traditional assessment tool and didactic learning methods. Stimulation of higher domains of cognitive learning needs to be inculcated to reach a better understanding of the subject rather than traditional assessment tools that…

Formative assessments (FA), which can occur in or out of class, are a way for students to demonstrate their understanding of the material, to see progress, and to receive feedback from instructors related to their learning process. Examples of in-class FAs include clicker questions with peer discussion, while homework assignments are an example of…

Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to…

Digital tools and platforms offer new solutions to design and conduct university teaching. This case illustrates how such digital solutions may be utilized in problem-based learning programmes within life science educations. Specifically, the case evaluated the use of live-streamed and recorded lectures, the incorporation of digital formative…