Addressing the Assessment Gap in Undergraduate Science: Development of Innovative Assessments for Learning in Biotechnology (DIAL-B)

该项目涉及一个跨学科的团队设计，测试和传播生物技术的创新评估。该项目采用基于研究的设计原则，侧重于两种类型的评估，即概念评估和嵌入式评估。嵌入式评估能够在学生参加旨在培养批判性思维技能的活动时衡量学生的学习情况。概念评估探究学生理解的深度。该项目正在收集和分析数据，以确保评估的有效性和可靠性。学生数据以及学生焦点小组和教师咨询小组的审查正在为评估的修订提供信息。根据国家标准和专家审查小组仔细界定学习目标，确保评估适用于更广泛的用途。这项研究建立在以前的工作，完善和严格的测试和验证的概念库存和一套嵌入式评估。生物技术概念清单和内在评估正在会议、出版物和网站上传播。该网站突出了三个领域的研究成果：1）其他大学课程的评估设计模型，2）与相关的评分规则和学生工作的例子评估资源库，以及3）在大学课堂上有效使用评估的方法。

This project involves an interdisciplinary team designing, testing, and disseminating innovative assessments for biotechnology. Using research-based design principles, the project is focusing on two types of assessments, conceptual and embedded. Embedded assessments are enabling the measurement of student learning while the students participate in activities designed to foster critical thinking skills. Conceptual assessments probe how deeply students understand. This project is collecting and analyzing data to ensure that assessments are valid and reliable. Student data, as well as reviews by student focus groups and teacher advisory panels, are informing the revision of assessments. A careful delineation of learning goals based on national standards and an expert review panel is ensuring that the assessments are applicable for broader use. The study builds on previous work to refine and rigorously test and validate a concept inventory and set of embedded assessments. The concept inventory and embedded assessments in biotechnology are being disseminated at conferences, in publications, and on a web site. The web site highlights research results in three areas: 1) a model for assessment design in other college courses, 2) a resource bank of assessments with associated scoring rubrics and examples of student work, and 3) ways to use assessments effectively in the college classroom.