Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

Abstract

Characterizing and comparing cognitive skills assessed by introductory biology and physics indicate that (a) both course sequences assess primarily lower-order cognitive skills, (b) the distribution of items across cognitive skill levels differs significantly, and (c) there is no strong relationship between student performance and cognitive skill level.

Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

“…We used domain-specific problem solving to investigate the most common form of assessment in the college biology classroom, multiple-choice assessment (Zheng et al ., 2008; Momsen et al ., 2013). College biology and science, technology, engineering, and mathematics (STEM) courses rely on multiple-choice assessment due to large enrollments, limited teaching assistant support, and ease of scoring.…”

“…, 2008; Momsen et al. , 2010, 2013). Bloom’s Taxonomy of Educational Objectives was built to facilitate the exchange of test items among faculty; it was not based primarily on the evaluation of student work (Bloom, 1956; Anderson and Krathwohl, 2001).…”

The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types

“…A fully transformed curriculum would include features that are highly likely to enhance the student experience and transform student learning. Aspects of the rubrics that are typically associated with practices that enhance the student experience were given higher weights, such as elements of the Assessment rubric (Momsen et al , 2013; Brame and Biel, 2015; Couch et al ., 2015) and the Faculty Practice/Faculty Support rubric (D’Avanzo, 2013; Smith et al ., 2013; Wieman and Gilbert, 2014; Eddy et al ., 2015). Other components of the rubrics, such as elements of the Infrastructure rubric, although important, are not as critical to fully drive the enhancement of student experiences.…”

“…It is not only essential to provide engaging opportunities for students, but also important to assess whether or not those opportunities are indeed enhancing student learning (Momsen et al , 2013; Freeman et al ., 2014; Wieman, 2014; Brame and Biel, 2015; Couch et al ., 2015). Our weighting scheme was designed to acknowledge departments that embrace these practices and to reward more fully transformed departments with higher overall scores.…”

How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats

“…In anticipation of an exam with FR questions, students have been shown to adopt more active study strategies that promote deep learning, while in anticipation of MC questions, students adopt more passive strategies that promote surface learning (Stanger-Hall, 2012; Momsen et al. , 2013).…”