ASSESSMENT IS MORE THAN A COLLECTION OF DATA. W.M.Schlegel. Indiana University School of Medicine, Medical Sciences, Bloomington, IN 47405.

    When shifting from teacher-centered instruction to student-centered learning, the assessment strategies employed can help students shift paradigms.  Undergraduate, senior, pre-professional, biology majors in a one-semester human physiology course explored physiological concepts using case studies and laboratory exercises, while working collaboratively in peer groups of 4-6 students.  Peer collaboration on exams outside and within the classroom demonstrated equivalent exam score improvement (20.4) with collaboration.  Student evaluation, however, revealed four misconceptions: (1) students know how to work in groups, (2) students demonstrate ethical, honest, and respectful conduct, (3) students maintain an equivalent degree of motivation and (4) students form heterogeneous groups.  Subsequent restructuring included a required evaluation of individual, peer, and group performance, assignment of students to peer groups, and control of the testing environment.  Student transitions to professional degree programs and industry reveals that they lack competencies to successfully handle complexities requiring interpersonal communication, teamwork, applied problem solving, and time management.  An assessment process was developed and employed to establish a learner-centered environment, assist the learner in mastering disciplinary content and thinking, provide criteria and feedback to support the development and improvement of life skills, and evaluate the student learning experience.  [Recipient of the Teaching Section Young Investigator Award.]

FASEB J. 16(5):A756, 2002.