Disciplinary Research Strategies for Assessment of Learning
Diane Ebert-May, Janet Batzli, Heejun Lim December 2003 BioScience v53 n12 p1221(8)

This article from BioScience discusses the uses of systematic strategies derived from discipline-based science research to design problems to assess students' understanding of the carbon cycle in two introductory biology courses for science majors. Diagnostic problems provide data on students' understanding and misconceptions. In-class instruction, problems, and laboratories were designed to focus on student misconceptions and provided formative assessment. Assessment strategies enabled the collection, analyzing, and reporting of data that will influence future instruction.


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Subject: Education:Assessment
Resource Type: Pedagogic Resources:Research Results, Journal Article
Grade Level: College Lower (13-14), College Upper (15-16)
Research on Learning: Assessment, Instructional Design, Cognitive Domain:Misconceptions/barriers to learningKeyword: active learning