A Diagnostic Assessment for Introductory Molecular and Cell Biology

Autor/inn/en	Shi, Jia; Wood, William B.; Martin, Jennifer M.; Guild, Nancy A.; Vicens, Quentin; Knight, Jennifer K.
Titel	A Diagnostic Assessment for Introductory Molecular and Cell Biology
Quelle	In: CBE - Life Sciences Education, 9 (2010) 4, S.453-461 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.10-04-0055
Schlagwörter	Fundamental Concepts; Student Evaluation; Cytology; Biology; Misconceptions; Molecular Biology; Knowledge Level; Multiple Choice Tests; Achievement Gains; Pretests Posttests; Psychometrics; Program Validation; Interviews; Item Analysis + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Schulnote; Studentische Bewertung; Zytologie; Biologie; Missverständnis; Molekularbiologie; Wissensbasis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Psychometry; Psychometrie; Interviewing; Interviewtechnik; Itemanalyse
Abstract	We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology. (Contains 2 figures and 5 tables.) (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