Anticipated learning outcomes for a biochemistry course-based undergraduate research experience aimed at predicting protein function from structure: Implications for assessment design
Anticipated learning outcomes for a biochemistry course-based undergraduate research experience aimed at predicting protein function from structure: Implications for assessment design
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DOI：
10.1002/bmb.21173
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发表时间：
2018-09-01
影响因子：
1.4
通讯作者：
Anderson, Trevor R.
中科院分区：
文献类型：
--
作者：
Irby, Stefan M.;Pelaez, Nancy J.;Anderson, Trevor R.
一些基于课程的本科生研究经验（CURES）已发表在文献中。然而，只有有限的尝试已经严格识别发现型的研究能力，学生实际上在这样的经验开发。相反，人们更加关注技术或程序型知识或一般CURE技能，这些知识或技能过于全面，无法有效评估。在确定学生发现型学习成果的程度（称为验证学习成果或VLO）之前，必须严格确定预期学习成果（ALO），然后针对每个ALO制定学生评估，以揭示此类学生学习的性质。在这篇文章中，我们提出了一个矩阵的43 ALO，或课程为基础的本科生研究能力（CURA），教师预计学生将在最近开发的生物化学治疗侧重于预测蛋白质功能的结构。确定的CURA使用的过程中，确定以课程为基础的本科生的研究能力（PICURA），并分为七个不同的主题，使表征的治愈和比较其他出版的研究能力和治愈方面的库存。这些主题和与CURA一致的CURE方案用于形成ALO矩阵，该矩阵反过来用于通知评估的设计，该评估显示学生已经开发了一些目标CURA的证据。未来的研究将侧重于进一步评估的发展，目标是其他确定的CURA。这种方法在生物化学和其他科学学科的其他CURE中具有潜在的应用。(c)2018国际生物化学和分子生物学联合会，46（5）：478-492，2018。
Several course-based undergraduate research experiences (CUREs) have been published in the literature. However, only limited attempts have been made to rigorously identify the discovery-type research abilities that students actually develop during such experiences. Instead, there has been a greater focus on technical or procedural-type knowledge or general CURE skills that are too comprehensive to effectively assess. Before the extent of discovery-type learning outcomes can be established in students (termed verified learning outcomes or VLOs), it is important to rigorously identify the anticipated learning outcomes (ALOs) and to then develop student assessments that target each ALO to reveal the nature of such student learning. In this article we present a matrix of 43 ALOs, or course-based undergraduate research abilities (CURAs), that instructors anticipate students will develop during a recently-developed biochemistry CURE focusing on the prediction of protein function from structure. The CURAs were identified using the process for identifying course-based undergraduate research abilities (PICURA) and classified into seven distinct themes that enabled the characterization of the CURE and a comparison to other published inventories of research competencies and CURE aspects. These themes and the CURE protocols aligning to the CURAs were used to form the ALO matrix that was, in turn, used to inform the design of an assessment that revealed evidence that a student had developed some of the targeted CURAs. Future research will focus on further assessment development that targets other identified CURAs. This approach has potential applications to other CUREs both in biochemistry and other science disciplines. (c) 2018 International Union of Biochemistry and Molecular Biology, 46(5):478-492, 2018.