Learning Outcomes with Linked Assessments – an Essential Part of our Regular Teaching Practice

Smith, Ann C.; Marbach‐Ad, Gili

doi:10.1128/jmbe.v11i2.217

Cited by 7 publications

(5 citation statements)

References 33 publications

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“…Additionally, this assessment tool allows instructors to analyze student learning gains regarding specific topics covered in a course or program when the MCI is utilized as pre- and post-course assessment ( 3 ). Data generated from the administration of concept inventories allows educators to evaluate the effectiveness of their teaching practices to reach targeted learning outcomes ( 4 – 6 ).…”

Section: Introductionmentioning

confidence: 99%

“…The analysis of these areas allows educators to identify common misconceptions held by students that could go unnoticed in traditional summative assessments ( 7 , 8 ). The development of student misconceptions, otherwise referred to as alternative conceptions ( 6 , 7 ), can be attributed to many factors. These include preconceived notions of the world, gaps in content coverage, and misinformation.…”

Section: Introductionmentioning

confidence: 99%

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Application of the Microbiology Concept Inventory to improve programmatic curriculum

Rennpferd,

Schroeder,

Nguyen

et al. 2023

J Microbiol Biol Educ.

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The Microbiology Concept Inventory is an assessment tool derived from the fundamental statements created by the American Society for Microbiology. This two-tier, multiple-choice question inventory requires students to choose the most correct answer for each question and provide a brief justification of their reasoning. Educators can utilize this tool to identify common misconceptions held by students and adjust curriculum to address and prevent the persistence of student misconceptions. Over the course of 5 years, the Microbiology Concept Inventory was annually administered to undergraduate students enrolled in entry-level, mid-level, and senior capstone microbiology courses at a mid-western rural university. Analysis was completed to compare course, year, majors and minors, gender, ethnicity, and cumulative GPA. Results of this study showed a significant difference in Microbiology Concept Inventory scores between students with high cumulative GPAs (3.5–4.0) and students with comparatively lower cumulative GPAs (2.5–2.99, 3.0–3.49). Results between the other demographic categories revealed statistically different scores in favor of white students, but no differences in scores between genders. The results suggest evidence of ethnic bias, but no gender bias as measured by the Microbiology Concept Inventory. Additionally, significant differences in scores across cohorts are indicative of improvements in the curricula due to prior targeted changes. Analysis of concept inventory results can guide curriculum changes for course instructors. Implementation of curriculum changes can enrich students’ academic success.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Application of the Microbiology Concept Inventory to improve programmatic curriculum

Rennpferd,

Schroeder,

Nguyen

et al. 2023

J Microbiol Biol Educ.

View full text Add to dashboard Cite

show abstract

“…Second, there is little research documenting the degree to which inventory and clicker data are used to promote student learning. For example, tools like inventories reveal deficits in student understanding which can then be targeted by instruction . Yet they are seldom administered after instruction to measure persistence of students' erroneous ideas.…”

Section: Introductionmentioning

confidence: 99%

Student‐generated reading questions: Diagnosing student thinking with diverse formative assessments

Offerdahl

Montplaisir

2013

Biochem Molecular Bio Educ

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Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing highquality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding.

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“…It has been used as the underlying theoretical basis for developing inter-professional education for medical teams (18), and early-career professional development courses for doctors (20), where coherence and transparency have been crucial for validating these courses against stringent accreditation requirements across multiple medical professions. In the absence of consensus teaching and learning conceptual frameworks in science, despite recommendations for such consensus (16), uptake of constructive alignment in science courses has been sporadic and anecdotal, appearing in isolated reports of new assessment methodology (7). Recently, however, the American Society for Microbiology (ASM) published a consensus concept-driven framework for the undergraduate microbiology curriculum (11), presenting a concerted effort at establishing deep student understanding of fundamental concepts within introductory microbiology courses.…”

Section: Introductionmentioning

confidence: 99%

How Much Is Too Much Assessment? Insight into Assessment-Driven Student Learning Gains in Large-Scale Undergraduate Microbiology Courses

Wang

Schembri

Hall

2013

J Microbiol Biol Educ.

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Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs’ theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology’s concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

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Learning Outcomes with Linked Assessments – an Essential Part of our Regular Teaching Practice

Cited by 7 publications

References 33 publications

Application of the Microbiology Concept Inventory to improve programmatic curriculum

Application of the Microbiology Concept Inventory to improve programmatic curriculum

Student‐generated reading questions: Diagnosing student thinking with diverse formative assessments

How Much Is Too Much Assessment? Insight into Assessment-Driven Student Learning Gains in Large-Scale Undergraduate Microbiology Courses

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