Supporting ‘HOCS Learning’ via Students’ Selfassessment of Homework Assignments and Examinations: Case Study

Zoller, Uri (2005) Supporting ‘HOCS Learning’ via Students’ Selfassessment of Homework Assignments and Examinations: Case Study. Learning and Teaching in Higher Education (1). pp. 116-118.

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Abstract

The essence of the current reform in science education, worldwide, is the shift from the contemporary dominant traditional algorithmic lower-order cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS), promoting learning; that is, the development of students’ capabilities of questionasking, critical/system-evaluative thinking, decision-making, problem (not exercise) solving and transfer within both the science disciplines and real life interdisciplinary situations in the science-technologyenvironment- society (STES) context (Zoller, 1999). Clearly, such a paradigm shift in the educational goals of both teaching and learning of science requires not only the application of new teaching strategies but also alternatives to traditional assessment strategies; that is, new examination and evaluation methods which are not only consonant with the new goals, but also foster them (Zoller, 1993; 1999; 2001).

Item Type:	Article
Article Type:	Article
Additional Information:	Learning and Teaching in Higher Education (LATHE) was published by the University of Gloucestershire between 2005 and 2011. LATHE was edited by Phil Gravestock and Michele Hills. Publication has ceased, the final issue was issue No.5
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services > Academic Development Unit
Research Priority Areas:	Society and Learning
Depositing User:	Anne Pengelly
Date Deposited:	14 Jun 2016 11:10
Last Modified:	02 Aug 2021 06:46
URI:	https://eprints.glos.ac.uk/id/eprint/3617

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