Articles
Teaching and assessment strategies for active student learning in university horticultural education
Article number
1126_16
Pages
127 – 134
Language
English
Abstract
Many of the goals of the university teacher today are to enthuse, drive and challenge students academically, intellectually and personally; to advance their capacity for critical thinking, judgement and communication; and to equip them with sufficient scientific and technical knowledge to make them competent horticultural practitioners.
Given that most programme modules are delivered by lectures, there is general consensus that student learning is primarily passive.
Similarly, module assessment tends to be summative.
Thus, student-centred learning to foster an environment for active learning and encourage greater student class participation was introduced into a horticulture module (Nursery Production and Management, HORT 40090). Similarly, formative assessment methods were also introduced.
To this end, a segment of the above module relating to vegetative plant propagation was selected.
The students were asked to work in self-selected groups to thoroughly research the different aspects of the topic and to prepare a short PowerPoint slide presentation for delivery to the class.
Additionally, they were required to peer assess each presentation and to agree a suitable grade with staff members in attendance.
It is considered that the introduction of active learning and formative assessment to the module resulted in more meaningful learning for the students concerned and moved them higher up the student-centred learning curve towards more, responsibility and accountability.
The concept is being gradually rolled out to other modules.
Given that most programme modules are delivered by lectures, there is general consensus that student learning is primarily passive.
Similarly, module assessment tends to be summative.
Thus, student-centred learning to foster an environment for active learning and encourage greater student class participation was introduced into a horticulture module (Nursery Production and Management, HORT 40090). Similarly, formative assessment methods were also introduced.
To this end, a segment of the above module relating to vegetative plant propagation was selected.
The students were asked to work in self-selected groups to thoroughly research the different aspects of the topic and to prepare a short PowerPoint slide presentation for delivery to the class.
Additionally, they were required to peer assess each presentation and to agree a suitable grade with staff members in attendance.
It is considered that the introduction of active learning and formative assessment to the module resulted in more meaningful learning for the students concerned and moved them higher up the student-centred learning curve towards more, responsibility and accountability.
The concept is being gradually rolled out to other modules.
Authors
A. Hunter, C. Elliott-Kingston
Keywords
formative assessment, feed forward, learning facilitator, in-class interaction
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