A model for using a concept inventory as a tool for students' assessment and faculty professional development.
A model for using a concept inventory as a tool for students' assessment and faculty professional development.
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DOI：
10.1187/cbe.10-05-0069
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Smith AC
中科院分区：
文献类型：
--
作者：
Marbach-Ad G;McAdams KC;Benson S;Briken V;Cathcart L;Chase M;El-Sayed NM;Frauwirth K;Fredericksen B;Joseph SW;Lee V;McIver KS;Mosser D;Quimby BB;Shields P;Song W;Stein DC;Stewart R;Thompson KV;Smith AC
本文描述了概念清单的使用如何促进了教师教学社区的专业发展和课程改革努力。宿主病原体相互作用(HPI)教学团队由具有HPI专业知识的研究和教学人员组成，他们共同致力于改善学生在九门相关本科微生物学课程中的学习体验。为了支持循证课程改革，自2006年以来，我们每年对大约400名学生进行HPI概念调查。由此产生的数据包括学生的分数以及他们对分心对象选择的开放式解释。这些数据使我们能够实现课程改革的目标：1)使学生的学习与我们的期望相一致，2)将学生的学习与背景变量联系起来，3)了解学生跨机构的学习，4)衡量教学技术对学生学习的影响，以及5)展示我们的课程如何共同形成学习进程。对概念清单数据的分析已经锚定并深化了团队对学生学习的讨论。阅读和讨论学生的反应揭示了我们的理解与学生理解之间的差距。我们提供的证据支持概念量表作为评估学生对HPI概念的理解和教师发展的工具。
This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development.
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DOI：
10.1187/cbe.07-09-0075
发表时间：
2007-01-01
期刊：
CBE life sciences education
影响因子：
--
作者：
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发表时间：
2004-01-01
期刊：
Cell biology education
影响因子：
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作者：
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通讯作者：
Walker, Graham C
影响因子：
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