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HOW WE TEACH

Using student feedback to construct an assessment rubric for a concept map in physiology

¹ School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia
² School of Education, The University of Queensland, Brisbane, Queensland, Australia

Address for reprint requests and other correspondence: R. W. Moni, School of Biomedical Sciences, The Univ. of Queensland, St. Lucia, 4072 Brisbane, Australia (e-mail: r.moni{at}uq.edu.au)

Constructing quality assessment rubrics can be challenging, especially when they are used for integrated, group-centered, applied learning. We describe a collaborative assessment task in which groups of second-year dentistry students developed a complex concept map. In groups of four, the students were given a written, simulated, medical history of a patient and required to construct a concept map illustrating relevant pathophysiological concepts and pharmacological interventions. This report describes a research project aimed at making educational goals of the task more explicit through investigating student and faculty member understandings of the criteria that might be used to assess the concept map. Information was gathered about the perceptions of students in relation to the learning goals associated with the task. These were compared with faculty member perceptions. The findings were used to develop an assessment rubric intended to be more accessible to learners. The new rubric used the language of both faculty members and students to more clearly represent expectations of each criterion and standard. This assessment rubric will be used in 2005 for the next phase of the project.

Key words: cardiovascular; criteria; dentistry; standards

This article has been cited by other articles:

				R. W. Moni and K. B. Moni Student perceptions and use of an assessment rubric for a group concept map in physiology Advan Physiol Educ, March 1, 2008; 32(1): 47 - 54. [Abstract] [Full Text] [PDF]

				D. Allen and K. Tanner Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners CBE Life Sci Educ, September 1, 2006; 5(3): 197 - 203. [Full Text] [PDF]