영국 대학의 학습 성과, 교수학습 및 평가 전략 분석을 통한 대학 교육에 대한 시사점- 생명과학 관련 강좌를 중심으로 -

초록

The purpose of this study is to analyse the specifications in the course/module descriptions in the field of biological science in UK universities and to examine its implications for the innovation of higher education. For supporting data, learning outcomes, teaching & learning strategies and assessment strategies in the course/module descriptions were closely analysed. In many UK universities, learning outcomes were presented according to four components of knowledge and understanding, cognitive (intellectual) skills, practical skills and transferable/key skills. In this research, total twelve teaching & learning strategies and thirteen assessment strategies were examined in the course/module descriptions related to life science of UK universities with TEF Gold. The mean number of teaching & learning strategies was 7.9. and as for the assessment strategies was 7.7. The results showed that UK universities use various teaching & learning and assessment strategies. Moreover, learning outcomes, teaching & learning and assessment strategies are consistently structured in the course/ programs in the field of biological sciences. The development of consistent and detailed specifications in the course/module descriptions such as learning outcomes, teaching & learning and assessment strategies would contribute to innovative higher education.

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