Adv Physiol Educ Add DOIs to your references at manuscript stage!
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Advan. Physiol. Edu. 29: 94-97, 2005; doi:10.1152/advan.00051.2004
1043-4046/05 $8.00
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when eLetters are posted
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Abraham, R. R.
Right arrow Articles by Ramnarayan, K.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Abraham, R. R.
Right arrow Articles by Ramnarayan, K.
ADV PHYSIOL EDUC 29:94-97, 2005
© 2005 American Physiological Society

HOW WE TEACH

Student perspectives of assessment by TEMM model in physiology

Reem Rachel Abraham1, Subramanya Upadhya1, Sharmila Torke1 and K. Ramnarayan2

1 Departments of Physiology, Melaka Manipal Medical College, (Manipal Campus), International Centre for Health Sciences, Manipal, Karnataka, India
2 Pathology, Melaka Manipal Medical College, (Manipal Campus), International Centre for Health Sciences, Manipal, Karnataka, India

Address for reprint requests and other correspondence: R. R. Abraham. Dept. of Physiology, Melaka Manipal Medical College, Manipal Campus, International Centre for Health Sciences, Manipal 576 104, Karnataka, India (E-mail: reemabraham{at}yahoo.com)

Assessment is the process by which the teacher and the student gain knowledge about student progress. Assessment systems should aim at evaluating the desired learning outcomes. In Melaka Manipal Medical College, (Manipal Campus), Manipal, India, the TEMM model (consisting of 4 assessment methods: Triple Jump Test, essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and multiple choice questions) was introduced to 30 refresher students in the fourth block of the academic year. At the end of the block, a questionnaire was distributed to ask the students to rank the different assessments in the order of their preference with respect to seven items. Analysis of the results showed that not a single type of assessment was ranked highest for all the seven items, proving the earlier observation that a single assessment does not fulfill all aspects of assessment and that there is a need for an evaluating system with multiple ways of assessment.

Key words: motivation; problem solving skills; understanding






HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Visit Other APS Journals Online
Copyright © 2005 by the American Physiological Society.