管理风险和设置如何影响学生在生物概念评估中的行为和表现。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Crystal Uminski, Joanna K Hubbard, Brian A Couch
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引用次数: 0

摘要

生物学教师在他们的课程中使用概念评估来衡量学生对重要学科思想的理解。教师可以选择基于参与(即低风险)或回答的正确性(即高风险)来管理概念评估,学生可以在课堂内或课外环境中完成评估。不同的管理条件可能会影响学生参与和执行概念评估的方式,从而影响教师如何解释结果分数。在效度框架的基础上,我们收集了在五种不同管理条件下的1578名本科生的数据。我们没有发现低风险班级、高风险班级和低风险班级外条件之间的得分有显著差异,表明这三种选择之间存在一定程度的等效。我们发现,在高风险的课外条件下,学生可能会花更多的时间和更高的分数。然而,我们建议教师从这种情况中谨慎地解释分数,因为它可能与外部资源的使用增加有关。综上所述,我们强调低风险的课外条件是一种广泛适用的选择,它产生的结果与课堂条件相似,同时尊重保留课堂教学时间的共同愿望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

How Administration Stakes and Settings Affect Student Behavior and Performance on a Biology Concept Assessment.

How Administration Stakes and Settings Affect Student Behavior and Performance on a Biology Concept Assessment.

How Administration Stakes and Settings Affect Student Behavior and Performance on a Biology Concept Assessment.

How Administration Stakes and Settings Affect Student Behavior and Performance on a Biology Concept Assessment.

Biology instructors use concept assessments in their courses to gauge student understanding of important disciplinary ideas. Instructors can choose to administer concept assessments based on participation (i.e., lower stakes) or the correctness of responses (i.e., higher stakes), and students can complete the assessment in an in-class or out-of-class setting. Different administration conditions may affect how students engage with and perform on concept assessments, thus influencing how instructors should interpret the resulting scores. Building on a validity framework, we collected data from 1578 undergraduate students over 5 years under five different administration conditions. We did not find significant differences in scores between lower-stakes in-class, higher-stakes in-class, and lower-stakes out-of-class conditions, indicating a degree of equivalence among these three options. We found that students were likely to spend more time and have higher scores in the higher-stakes out-of-class condition. However, we suggest that instructors cautiously interpret scores from this condition, as it may be associated with an increased use of external resources. Taken together, we highlight the lower-stakes out-of-class condition as a widely applicable option that produces outcomes similar to in-class conditions, while respecting the common desire to preserve classroom instructional time.

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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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