Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

Michelle K. Smith; Cole Walsh; N. G. Holmes; Mindi M. Summers

doi:10.1002/ecs2.2873

EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates

CBE—Life Sciences Education ◽

10.1187/cbe.17-02-0037 ◽

2018 ◽

Vol 17 (2) ◽

pp. ar18 ◽

Cited By ~ 14

Author(s):

Mindi M. Summers ◽

Brian A. Couch ◽

Jennifer K. Knight ◽

Sara E. Brownell ◽

Alison J. Crowe ◽

...

Keyword(s):

Iterative Process ◽

Assessment Tool ◽

Student Understanding ◽

Student Thinking ◽

Validity And Reliability ◽

Assessment Data ◽

Novel Approach ◽

Key Concepts ◽

Measuring Achievement ◽

Specific Scenario

A new assessment tool, Ecology and Evolution–Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate’s-, bachelor’s-, master’s-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the Vision and Change report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications.

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Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduates

AJP Advances in Physiology Education ◽

10.1152/advan.00128.2018 ◽

2019 ◽

Vol 43 (1) ◽

pp. 15-27 ◽

Cited By ~ 10

Author(s):

Katharine Semsar ◽

Sara Brownell ◽

Brian A. Couch ◽

Alison J. Crowe ◽

Michelle K. Smith ◽

...

Keyword(s):

Student Performance ◽

Assessment Tool ◽

Demographic Variable ◽

Student Thinking ◽

Multiple Time ◽

Expert Review ◽

Class Standing ◽

Small Effect Size ◽

Measuring Achievement ◽

Multiple Time Points

We describe the development of a new, freely available, online, programmatic-level assessment tool, Measuring Achievement and Progress in Science in Physiology, or Phys-MAPS ( http://cperl.lassp.cornell.edu/bio-maps ). Aligned with the conceptual frameworks of Core Principles of Physiology, and Vision and Change Core Concepts, Phys-MAPS can be used to evaluate student learning of core physiology concepts at multiple time points in an undergraduate physiology program, providing a valuable longitudinal tool to gain insight into student thinking and aid in the data-driven reform of physiology curricula. Phys-MAPS questions have a modified multiple true/false design and were developed using an iterative process, including student interviews and physiology expert review to verify scientific accuracy, appropriateness for physiology majors, and clarity. The final version of Phys-MAPS was tested with 2,600 students across 13 universities, has evidence of reliability, and has no significant statement biases. Over 90% of the physiology experts surveyed agreed that each Phys-MAPS statement was scientifically accurate and relevant to a physiology major. When testing each statement for bias, differential item functioning analysis demonstrated only a small effect size (<0.008) of any tested demographic variable. Regarding student performance, Phys-MAPS can also distinguish between lower and upper division students, both across different institutions (average overall scores increase with each level of class standing; two-way ANOVA, P < 0.001) and within each of three sample institutions (each ANOVA, P ≤ 0.001). Furthermore, at the level of individual concepts, only evolution and homeostasis do not demonstrate the typical increase across class standing, suggesting these concepts likely present consistent conceptual challenges for physiology students.

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Eliciting Student Thinking in Elementary School Mathematics Classrooms

PsycEXTRA Dataset ◽

10.1037/e643702011-001 ◽

2007 ◽

Author(s):

Megan L. Franke ◽

Noreen M. Webb ◽

Angela Chan ◽

Dan Battey ◽

Marsha Ing ◽

...

Keyword(s):

Elementary School ◽

Student Thinking ◽

School Mathematics ◽

Elementary School Mathematics ◽

Mathematics Classrooms

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KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA MELALUI METODE MOORE

Jurnal Analisa ◽

10.15575/ja.v4i2.3681 ◽

2018 ◽

Vol 4 (2) ◽

pp. 72-82

Author(s):

Iyon Maryono ◽

Siska Amanda Lucita Dewi ◽

Agus Hikmat Syaf

Keyword(s):

Learning Outcomes ◽

Mixed Method ◽

Student Learning Outcomes ◽

Student Thinking ◽

Student Responses ◽

Self Confidence ◽

Teacher Students ◽

Thinking Process ◽

Better Than ◽

Important Activity

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

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A Survey of the Knowledge of Truffles among Polish Foresters and Implications for Environmental Education

Forests ◽

10.3390/f10050365 ◽

2019 ◽

Vol 10 (5) ◽

pp. 365

Author(s):

Dorota Hilszczańska ◽

Aleksandra Rosa-Gruszecka ◽

Bogusław Kosel ◽

Jakub Horak ◽

Marta Siebyła

Keyword(s):

Environmental Education ◽

Forest Ecology ◽

Public Attention ◽

Hypogeous Fungi ◽

The Public ◽

Age Cohorts ◽

The Past ◽

Ecology Education ◽

And Gender ◽

Tuber Spp

While the use of truffles in Poland has a long tradition, for historical reasons this knowledge was almost lost. Currently, truffles and truffle orchards are again receiving public attention. For example, the Polish State Forests supported the establishment of truffle orchards by the Forestry Research Institute. In recent years, knowledge concerning these unique hypogeous fungi has been disseminated systematically through scientific and popular publications, films, and electronic media. This study investigates the awareness of economically and culinary valued truffle fungi (Tuber spp.) among more than 1400 Polish foresters. The results show that 70% of interviewees were familiar with historical and contemporary information about growing and using truffles in Poland. Based on respondents’ age, education, type of work, and gender we attempted to identify whether these elements were associated with the state of knowledge about truffles. The results indicated that younger foresters were better informed about the presence of truffles in Poland and also about their use in the past in Polish cuisine. Environmental education was an important source of knowledge about truffle harvesting and the soils that are conducive to truffle development. Foresters who have provided forest ecology education and who are 36–65 years of age generally possessed better knowledge about truffles than other age cohorts. More than 30% of respondents expressed interest in educational courses to improve their knowledge of truffles. The results point to the need for forestry education concerning truffles and indicate the need for fostering sustainable agroforestry-centered initiatives disseminating this knowledge to the public.

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Commentary—Applying Machine Learning in Science Assessment: Opportunity and Challenges

Journal of Science Education and Technology ◽

10.1007/s10956-021-09902-7 ◽

2021 ◽

Vol 30 (2) ◽

pp. 313-318

Author(s):

Joseph S. Krajcik

Keyword(s):

Machine Learning ◽

Science Assessment

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Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽

10.1177/21582440211023771 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110237

Author(s):

İlknur Bayram ◽

Fatma Bıkmaz

Keyword(s):

Professional Development ◽

Lesson Study ◽

English Language ◽

Research Question ◽

Teaching Style ◽

Language Teachers ◽

Student Thinking ◽

Pedagogical Content ◽

Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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