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dc.contributor.authorWhitehead, Michael P.
dc.contributor.authorHooley, Paul
dc.date.accessioned2007-01-17T15:14:16Z
dc.date.available2007-01-17T15:14:16Z
dc.date.issued2006
dc.date.submitted2007-01-17
dc.identifier.citationCELT Learning and Teaching Projects 2005/2006
dc.identifier.urihttp://hdl.handle.net/2436/7594
dc.descriptionThis article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.
dc.description.abstractA problem had been identified with the intake of postgraduate students to MSc courses in SAS. The students became increasingly diverse in terms of origin and previous learning experiences. This presents challenges in terms of what can be expected in generic learning skills and methods, and also subject specific knowledge (genetics in our case). This has led to problems for students during their first semester as they adapt to the new learning requirements, resulting in poor performance. Therefore the team proposed to develop a project which assesses students’ basic genetic knowledge, generic scientific skills and learning skills before they start on the course by using formative assessment exercises that give intuitive feedback. We would then follow this up by giving students learning tasks based on their demonstrated knowledge of the subject and learning skills.
dc.format.extent108649 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/celt
dc.subjectHigher education
dc.subjectStudent support
dc.subjectPostgraduate students
dc.subjectRetention
dc.subjectFormative assessment
dc.titleDevelopment of methods for the improvement of performance and retention of postgraduate students.
dc.typeJournal article
refterms.dateFOA2018-08-21T15:49:21Z
html.description.abstractA problem had been identified with the intake of postgraduate students to MSc courses in SAS. The students became increasingly diverse in terms of origin and previous learning experiences. This presents challenges in terms of what can be expected in generic learning skills and methods, and also subject specific knowledge (genetics in our case). This has led to problems for students during their first semester as they adapt to the new learning requirements, resulting in poor performance. Therefore the team proposed to develop a project which assesses students’ basic genetic knowledge, generic scientific skills and learning skills before they start on the course by using formative assessment exercises that give intuitive feedback. We would then follow this up by giving students learning tasks based on their demonstrated knowledge of the subject and learning skills.


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