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Assessing assessments: the effect of virtual assessment on measuring student success
Author(s) -
Fox Glenn Michael,
Alsup Kathleen
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.567.1
Subject(s) - consistency (knowledge bases) , curriculum , medical education , virtual learning environment , population , computer science , virtual machine , psychology , medicine , multimedia , artificial intelligence , pedagogy , environmental health , operating system
Evolving curricula often struggle to maintain consistency between modes of learning and assessment. In ANATOMY 403, Human Anatomy, a course for both undergraduate and graduate students at the University of Michigan, a shift occurred in laboratory practical assessment from physical (specimen‐based) assessment to virtual (image‐based) assessments. As students use both physical and virtual learning materials, and because students reported using virtual resources more than physical resources, faculty decided to experiment with a virtual approach to assessment. Laboratory practicals were integrated into exams as projected images. The hypothesis of ‘no substantive effect’ among assessment strategies (physical vs. virtual) could not be falsified for any statistically studied population of students.