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Use of Consistent Formative Assessments to Engage Students in a Second Semester Human Anatomy and Physiology Course

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Title: Use of Consistent Formative Assessments to Engage Students in a Second Semester Human Anatomy and Physiology Course
Language: English
Authors: Ogochukwu Onyiri
Source: HAPS Educator. 2024 28(1):46-54.
Availability: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Learner Engagement, College Faculty, Formative Evaluation, Anatomy, Physiology, Outcomes of Education, Nursing Education, Teacher Student Relationship, Course Descriptions, Science Tests, Educational Strategies, Learning Management Systems, Reading Assignments, Active Learning, Teaching Methods
ISSN: 2473-3792
2473-3806
Abstract: In the United States, there is a demand for registered nurses. To be admitted into the nursing program, students need to complete prerequisite courses such as human anatomy and physiology. Many students find human anatomy and physiology challenging due to the nature of the content. Poor performance in human anatomy and physiology can preclude a student from enrolling in the nursing program. Professors can support students in their learning activities with strategies that can have a positive impact on learning and improve learner outcomes. The objectives of this study are to use consistent formative assessments such as pre-course assessment, course syllabus quiz, reading assignments (pre-learning), in-class activities (during learning), and post-learning activities to engage students in a human anatomy and physiology course. It is important to share these strategies for engaging students with other educators of allied health students. Data were collected on students' performance on pre-course assessment, course syllabus quiz, pre-learning, during learning, and post-learning activities (n=9). Pre-course assessment, course syllabus quiz, and post-learning quizzes were completed on Moodle. Pre-learning reading assignments were completed using McGraw Hill Connect embedded within Moodle. During learning and post-learning activities were completed in the classroom. The mean data for different forms of formative assessment are pre-course assessment (67.8%), course syllabus quiz (84.4%), pre-learning reading assignments (99%), during learning activities (94.2%), and post-learning activities (78.8%). The data show that consistent formative assessments can be used to engage students in active learning, help them prepare for summative assessments, and impact knowledge with positive learner outcomes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1425539
Database: ERIC
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  Data: Use of Consistent Formative Assessments to Engage Students in a Second Semester Human Anatomy and Physiology Course
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  Data: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
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  Data: In the United States, there is a demand for registered nurses. To be admitted into the nursing program, students need to complete prerequisite courses such as human anatomy and physiology. Many students find human anatomy and physiology challenging due to the nature of the content. Poor performance in human anatomy and physiology can preclude a student from enrolling in the nursing program. Professors can support students in their learning activities with strategies that can have a positive impact on learning and improve learner outcomes. The objectives of this study are to use consistent formative assessments such as pre-course assessment, course syllabus quiz, reading assignments (pre-learning), in-class activities (during learning), and post-learning activities to engage students in a human anatomy and physiology course. It is important to share these strategies for engaging students with other educators of allied health students. Data were collected on students' performance on pre-course assessment, course syllabus quiz, pre-learning, during learning, and post-learning activities (n=9). Pre-course assessment, course syllabus quiz, and post-learning quizzes were completed on Moodle. Pre-learning reading assignments were completed using McGraw Hill Connect embedded within Moodle. During learning and post-learning activities were completed in the classroom. The mean data for different forms of formative assessment are pre-course assessment (67.8%), course syllabus quiz (84.4%), pre-learning reading assignments (99%), during learning activities (94.2%), and post-learning activities (78.8%). The data show that consistent formative assessments can be used to engage students in active learning, help them prepare for summative assessments, and impact knowledge with positive learner outcomes.
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      – Text: English
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        PageCount: 9
        StartPage: 46
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Formative Evaluation
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      – SubjectFull: Anatomy
        Type: general
      – SubjectFull: Physiology
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Nursing Education
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Science Tests
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Teaching Methods
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