A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research

Autor/inn/en	Campbell, Chad E.; Nehm, Ross H.
Titel	A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research
Quelle	In: CBE - Life Sciences Education, 12 (2013) 3, S.530-541 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.12-06-0073
Schlagwörter	Educational Research; Genetics; Biology; Information Science; Science Education; Science Tests; Test Reliability; Construct Validity; Test Validity; Educational Assessment; Evidence; Journal Articles; Secondary Education; Higher Education; Content Analysis; Research Problems; Literature Reviews + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Humangenetik; Biologie; Informationswissenschaft; Naturwissenschaftliche Bildung; Testreliabilität; Testvalidität; Education; assessment; Bewertungssystem; Evidenz; Journal article; Zeitschriftenaufsatz; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inhaltsanalyse; Forschungskritik
Abstract	The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students' knowledge, attitudes, or skills. Although assessments are necessary tools for answering this question, their outputs are dependent on their quality. Our study 1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and 2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. We found that 1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level, and 2) a minority (less than 10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. Our findings raise concerns about the quality of evidence derived from these instruments. We end with recommendations for improving assessment quality in GBE. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10