Higher-Order Assessments: Bridging the Gap Between Expectations and Outcomes

• Activity Number: 243
• Type: Contributed
• Date/Time: Monday, August 1, 2011 : 2:00 PM to 3:50 PM
• Sponsor: Section on Teaching of Statistics in the Health Sciences
• Author(s): Heather M. Bush*+
• Companies: University of Kentucky
• Keywords: teaching ; assessment ; student outcomes ; application ; thinking skills ; evaluation

Abstract

Recently, many statistics courses in the health sciences have been restructured to focus on concepts and applications with the intent that students would be better prepared consumers and producers of statistical information. However, even with a shift in focus, a gap still exists between instructor/student expectations and student outcomes. Specifically, after completion of course(s), students continue to struggle with applying statistical reasoning/thinking to research problems. One explanation for this is that the method of assessment has not been updated with course content; many assignments still focus on memorization and repetition. Using Bloom's taxonomy for thinking skills, it is possible to explain the gap between objectives and outcomes since expectations involve higher order thinking skills while assignments and evaluation focus on lower order thinking skills. One way to bridge the gap between objectives and outcomes is to construct assignments that provide students opportunities to employ higher order thinking. Examples of implementing higher-order assignments will be discussed. In particular, using published articles as a mode of assessment will be explored.