Bridging the educational research‐teaching practice gap

Student assessment, in all its forms, is central to the educational process. In this paper in the series, “Bridging the Gap”, I describe how assessment can be used as a powerful instrument for influencing how and what students learn and how and what instructors teach in a manner that is conducive to educationally sound curriculum change and improvement. In this way assessment is seen as a useful strategy for colleagues interested in bridging the gap between educational research and its application in teaching practice.

[1]  Konrad J. Schönborn,et al.  Bridging the educational research‐teaching practice gap , 2008, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.

[2]  D. Perkins,et al.  Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon , 1989 .

[3]  Robert Bucat,et al.  PEDAGOGICAL CONTENT KNOWLEDGE AS A WAY FORWARD: APPLIED RESEARCH IN CHEMISTRY EDUCATION , 2004 .

[4]  Norman G. Lederman,et al.  Assessment and Measurement of Pedagogical Content Knowledge , 1999 .

[5]  Trevor R Anderson,et al.  The importance of visual literacy in the education of biochemists * , 2006, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.

[6]  Arkalgud Ramaprasad,et al.  On the definition of feedback , 1983 .

[7]  Trevor R Anderson.  Bridging the educational research‐teaching practice gap , 2007, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.

[8]  G. Howson.  The Relationship between Assessment, Curriculum and Society , 1993 .

[9]  D. E. Allen,et al.  On hiring science faculty with education specialties for your science (not education) department. , 2006, CBE life sciences education.

[10]  P. Black,et al.  'In praise of educational research': formative assessment , 2003 .

[11]  M. Taras,et al.  ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS , 2005 .

[12]  Miriam Gamoran Sherin,et al.  Fostering communities of teachers as learners: disciplinary perspectives , 2004 .

[13]  Maryfran Barber,et al.  Clicker evolution: seeking intelligent design. , 2007, CBE life sciences education.

[14]  M. Graue,et al.  Integrating Theory and Practice Through Instructional Assessment , 1993 .

[15]  Graham R Parslow.  Commentary: Clickers (personal response units) may add value to lectures , 2007, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.

[16]  Diane J. Grayson,et al.  A four-level framework for identifying and classifying student conceptual and reasoning difficulties , 2001 .

[17]  M. Scriven.  The methodology of evaluation , 1966 .

[18]  L. Shulman.  Those Who Understand: Knowledge Growth in Teaching , 1986 .

[19]  R. Burnstein,et al.  Using Wireless Keypads in Lecture Classes , 2001 .

[20]  J. Novak.  The Theory Underlying Concept Maps and How To Construct Them , 2004 .

[21]  N. Entwistle,et al.  Understanding Student Learning , 1983 .

[22]  P. Black,et al.  Redefining assessment? The first ten years of assessment in education , 2004 .

[23]  Trevor R Anderson,et al.  Improving students' understanding of carbohydrate metabolism in first-year biochemistry at tertiary level , 1994 .

[24]  P. Black,et al.  Working inside the Black Box: Assessment for Learning in the Classroom , 2004 .

[25]  Chen-Lin C. Kulik,et al.  Timing of Feedback and Verbal Learning , 1988 .

[26]  R. Mayer.  Rote Versus Meaningful Learning , 2002 .

[27]  József Szeberényi.  Problem‐solving test: The role of a chromatin‐remodeling complex , 2007, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.