Background and purpose

Deep thinking is a desirable trait for higher education especially at a time where knowledge application, rather than knowledge acquisition, is premium. As assessment plays a critical role in shaping learning behaviors, this study attempted to evaluate the benefits of administering a ‘student-designed assessment problems’ (SDAP) assignment as a tool to instill deeper learning among students. The supposition was that when tasked to design assessment problems, students are challenged to higher cognitive levels of thinking on the Bloom's revised taxonomy scale.

Educational setting and activity

This study was conducted on a group of third year pharmacy students taking an elective module on pharmacokinetics and toxicokinetics. Students were shown an example of a finished product and were given three weeks to complete the take-home assignment. The questions that students designed were characterized according to the revised Bloom's taxonomy category by two independent reviewers. Feedback on students' experience was also evaluated.

Findings

All 18 students reading the module submitted their SDAP with questions that demonstrated all levels of thinking, with application-based questions being most significant, followed by analytical questions. Feedback from the students was positive, with clear indications of self-directed and peer learning.

Summary

This exercise offered a surprising insight into students' way of thinking, by externalizing their inquiring minds and translating their thoughts into written questions. This positive outcome informed that it has stirred deep thinking and learning among the students who participated. Evidently, SDAP is impactful as an assessment for and of learning.

中文翻译：

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通过学生设计的评估问题激发深入思考和学习

背景和目的

深思熟虑是高等教育的理想特质，尤其是在知识应用而非知识获取更重要的时代。由于评估在塑造学习行为方面起着关键作用，本研究试图评估将“学生设计的评估问题”（SDAP）作业作为向学生灌输更深入学习的工具的好处。假设是，当被分配到设计评估问题的任务时，学生面临着在 Bloom 修订后的分类量表上进行更高认知思维水平的挑战。

教育环境和活动

这项研究是针对一组三年级药学学生进行的，他们选修了关于药代动力学和毒代动力学的选修模块。学生们看到了一个成品的例子，并有三周的时间来完成带回家的作业。学生设计的问题由两位独立评论员根据修订后的 Bloom 分类法分类。还评估了对学生体验的反馈。

发现

阅读该模块的所有 18 名学生都提交了他们的 SDAP 问题，这些问题展示了各个层次的思维，基于应用的问题最重要，其次是分析问题。学生的反馈是积极的，有明确的自我指导和同伴学习的迹象。

概括

这个练习通过外化他们的好奇心并将他们的想法转化为书面问题，为学生的思维方式提供了令人惊讶的洞察力。这一积极成果表明，它激发了参与学生的深入思考和学习。显然，SDAP是影响力作为评价为和的学习。