Incorporating Scaffolded Signature Assignments Throughout the Curriculum to Evaluate Biochemistry Program Learning Outcomes.

Abstract

A curriculum reevaluation in the College of Natural Sciences at the University of Texas at Austin led to changes in the biochemistry degree plan, which facilitated the development of signature assignments for program evaluation. Developed through backward design using program learning outcomes (PLOs), these signature assignments were used to track student achievement at multiple points throughout the degree plan. For a new laboratory course, we targeted introductory level skills through a slide-based presentation that involved molecular modeling. In the lecture course that followed, higher level skills were evaluated through a poster presentation-based signature assignment. These assignments targeted three PLOs, selected for their alignment with the course learning objectives: structure-function, flow and transformation of energy and molecules in biochemical pathways, and communication. While students in the lecture course attained the communication outcomes readily, students in the introductory laboratory course required an additional checkpoint to achieve higher levels of PLO attainment (74%). In the lecture course, PLO achievement for structure-function and flow of energy and molecules objectives dipped after transitioning from a partner project to individually prepared work. Following an instructional intervention, attainment of the structure-function PLO rose significantly from 39% in Fall of 2024 to 74% in Spring of 2025. This effort provides a framework for developing level-appropriate signature assignments, using them for program evaluation, and applying assessment results to improve instruction.