Closing the Loop: Involving Faculty in the Assessment of Scientific and Quantitative Reasoning Skills of Biology Majors

Autor/inn/en	Hurney, Carol A.; Brown, Justin; Griscom, Heather Peckham; Kancler, Erika; Wigtil, Clifton J.; Sundre, Donna
Titel	Closing the Loop: Involving Faculty in the Assessment of Scientific and Quantitative Reasoning Skills of Biology Majors
Quelle	In: Journal of College Science Teaching, 40 (2011) 6, S.18-23 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Majors (Students); Standard Setting; Biology; Methods; Thinking Skills; Undergraduate Students; STEM Education; Multiple Choice Tests; Curriculum; Academic Achievement; Science Education; Teaching Methods; Data Analysis; Student Evaluation; College Science; Virginia + Suchen Sie Ihr Suchwort? Standardisierung; Biologie; Method; Methode; Denkfähigkeit; STEM; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Curricula; Lehrplan; Rahmenplan; Schulleistung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Schulnote; Studentische Bewertung
Abstract	The development of scientific and quantitative reasoning skills in undergraduates majoring in science, technology, engineering, and mathematics (STEM) is an objective of many courses and curricula. The Biology Department at James Madison University (JMU) assesses these essential skills in graduating biology majors by using a multiple-choice exam called the Natural World-9 (NW-9). NW-9, comprised of measures of Quantitative and Scientific Reasoning, contains items developed by faculty at JMU to assess the impact of the General Education program on the development of scientific and quantitative reasoning skills in a content-independent manner. We discuss methodology we used to involve faculty in determining the generalizability of NW-9 to assess the objectives of the biology curriculum and setting standards to interpret student achievement on NW-9. Student performance on NW-9 identified both strong and weak areas in our instruction and suggested that our biology faculty needs to reevaluate methodology for teaching students how to interpret and analyze data. More important, we can close the assessment loop by allowing faculty to participate in the assessment process and meaningfully reflect on student assessment results. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10