EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates

Abstract

A new assessment tool, Ecology and Evolution–Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate’s-, bachelor’s-, master’s-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the Vision and Change report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications.

Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

“…The question describes a multi‐year plant species experiment and the likely/unlikely to be true statement says “carbon in the soil is directly incorporated into the tissues of these plants” (Summers et al. ; Supplemental File https://www.lifescied.org/doi/suppl/10.1187/cbe.17-02-0037). Students’ confusion about how plants acquire carbon has been previously documented (Anderson et al.…”

“…The EcoEvo-MAPS assessment asks students to evaluate a question scenario and then answer whether a series of statements are likely or unlikely to be true (see Fig. 1 for an example question and statements; a full set can be found in the Supplemental File in Summers et al 2018: https://www.lifescied.org/doi/suppl/10.1187/cbe. 17-02-0037).…”

“…Because students in their courses are likely to have mixed conceptual models in these areas, the information can provide a starting point to develop lessons, assessments, and curriculum revisions. As part of the assessment development process, we interviewed 86 students about the questions (Summers et al 2018). During the one-on-one interviews, students answered each of the likely/ unlikely to be true statements and explained their thinking.…”

“…Alongside use of the 4DEE framework, it is also important that instructors collect information about student thinking relative to the concepts, themes, and practices to further guide instructional design. To help with this effort, we have recoded the programmatic assessment tool Ecology and Evolution-Measuring Achievement and Progression in Science or EcoEvo-MAPS to align with the 4DEE framework and reanalyzed over 2000 student responses to the assessment (Summers et al 2018). The EcoEvo-MAPS assessment is designed to measure student thinking in ecology and evolution during an undergraduate course of study and is typically given to students (1) at the beginning of introductory biology: the start of the program; (2) at the end of introductory biology: after the completion of a one-year introductory course series; and (3) at the end of courses: typically taken by seniors just prior to graduation.…”

“…Darker dots indicate more overlapping data points. The full set of questions and likely/unlikely to be true statements are included in the Supplemental File associated withSummers et al 2018Summers et al (https://www.lifescied.org/doi/suppl/10.1187.…”