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Biochemistry is a challenging subject because student learning depends on the application of previously learned concepts from general chemistry and biology to new, biological contexts. This article describes the development of a multiple-choice instrument intended to measure five concepts from general chemistry and three from biology that are considered prerequisite for biochemistry learning. This instrument is specifically designed with a factor structure that includes three multiple-choice items for each of the eight concepts and the most common incorrect ideas that students could have as distractors. It can be used as a pretest to identify students' incorrect ideas about those concepts and to determine if instruction helps students overcome those incorrect ideas when used as a posttest. Results from a confirmatory factor analysis support a very good fit for an eight-factor solution. This manuscript represents a report on the current state of instrument development. We seek to share our methods and instrument design principles with the broader community.

While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform.

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This paper presents preliminary data on how an assessment instrument with a unique structure can be used to identify common incorrect ideas from prior coursework at the beginning of a biochemistry course, and to determine whether these ideas have changed by the end of the course. The twenty-one multiple-choice items address seven different concepts, with a parallel structure for distractors across each set of items to capture consistent incorrect responses. For the current study, the instrument was administered as a pre-test and post-test in majors level biochemistry courses, and the results from two different groups are presented. These results indicated that students performed better on the post-test, resulting in positive mean gain scores for each concept. The structure of the instrument allows data analysis that helped uncover persistent incorrect ideas for some of the concepts, including bond energy and protein alpha helix structure, even after a semester of instruction in biochemistry. The persistent incorrect idea for the protein alpha helix structure uncovered by this assessment has not been reported before in the literature. These results confirm the need to use a robust diagnostic instrument to assess students' understanding of basic concepts at the beginning of the semester, but also stress the need to assess students near the end of the course to gain insight on the effectiveness of instruction. Since each group of students is different, biochemistry instructors are encouraged to use the instrument to identify problems with their own students' incoming ideas rather than rely on published results to inform instruction. In addition to providing assistance for instructors of biochemistry in planning targeted instructional interventions, we anticipate that data collected from this instrument can also be used to identify potential modifications for prerequisite courses.