1. Learning Assessment Loop Closing Activity in the Biology Department Vivian Navas Biology Department Assessment Coordinator May 2006

2. Assess Student Learning in the General Biology II Course

3. Justification This course – required for all biology majors (enrolls about 400 students per year) – taken in their freshman year – Teaches fundamental scientific concepts needed in more advanced courses

4. Activity A pre-test on course content is offered on the first day of class and the same exam is offered as post-test at end of semester

5. Objectives Evaluate the teaching/learning effectiveness Identify – misconceptions that students bring to course – and persisting misconceptions

6. Instrument 21 multiple choice questions Include fundamental concepts discussed in the course – Evolution – Classification – Kingdoms – Plant tissues, growth, transport, reproduction – Animal tissues and systems

7. Loop Closing Pre activity: Pre test 3052 Intervention: Lectures, laboratory exercises, course activities Post activity: Post test 3052 Results and actions taken:

8. Results

9. Impacted Population Students – Pre test - 429 students – Post test – 346 students Three different faculty members

12. Faculty and Global Average 50.45% 47.74% 50.42% 55.83% 51.25% 77.29% 66.38% 82.11% 78.70% 85.29% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Faculty 1Faculty 2Faculty 3Faculty 4Global Faculty Test average pre average post average

14. PRE TEST Most failed questions (by over 50% of students)- 13/21 (3,4,6,7,9,11,14,15,16,17,18,20, 21) Misconceptions in pretest (incorrect by more than 50% of students and same incorrect answer was chosen by more than 40%) – 6-D smooth and striated muscle move arms and legs – 7- E blood is not a connective tissue – 9-C blood has no defense functions – 16-C all chordates are vertebrates Students could be guessing

17. POST TEST Most failed questions in Post test (by more than 25% of students)- 8/21 3, 4, 6, 9,11,15, 16, 17 Misconceptions in post test (answer incorrectly and same incorrect answer was chosen by more than 40% of those who failed it) 6-D 9-C 15-C animal and plant distinction 16C

18. Results Improvement in knowledge in all but one question (10)- immunology – Question 10 has misleading terminology Misconceptions- most students clarified incoming misconceptions In some students the misconceptions persisted thus: – traditional teaching was not sufficient to correct them

19. Closing the loop Actions taken according to results

20. Actions In some sections post test was offered before semester ended Students took post test twice – Individually – In groups of 4-6 students Review for final exam Incorrect concepts were discussed again to the entire group

21. Group Post Test Discussion Activity Participating students- 89 students 14/18 - perfect score 2/18 -1 incorrect (#9) 1/18 - 2 incorrect (#9 and #16) 1/18 – 3 incorrect (#3, 4, 6)

22. Actions Results presented to the faculty teaching the course before the semester ended Faculty received – Their own results – Global results Failed questions and misconceptions were analyzed Strategies were discussed

23. Strategies Discuss missed concepts again before semester ends Some will ask again in final Do group discussion of posttest Discuss these results – with the faculty that will teach course next semester – with teaching assistants of the course Faculty compare their individual results throughout next semesters to evaluate their efforts in clarifying misconceptions

24. Actions Review course content Modify the diagnostic test Correct pretest at beginning of semester to see what students bring and misconceptions to develop strategies throughout semester Conduct same study in the General Biology I course

25. Innovations The diagnostic test was used as teaching/ learning tools – to improve student understanding – Group test discussion Post tests offered before semester ended- allowed for immediate action

26. Future studies Diagnostic test in General Biology I Ethics in science across the curriculum