Development and Validation of the Conceptual Assessment of Natural Selection (CANS)

Kalinowski, Steven T.; Leonard, Mary J.; Taper, Mark L.

doi:10.1187/cbe.15-06-0134

Cited by 36 publications

(38 citation statements)

References 30 publications

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“…Twenty-five-point Likert questions Acceptance of evolution Rutledge and Warden (1999); Rutledge and Sadler (2007) MUM Kalinowski et al (2016) et al 2014); and acceptance of evolution (e.g. Measure of the Acceptance of the Theory of Evolution-MATE, Rutledge and Warden 1999;Evolutionary Attitudes and Literacy Survey-EALS, Hawley et al 2011; generalized acceptance of evolution evaluation-GAENE, Smith et al 2016).…”

Section: Measure Of Acceptance Of the Theory Of Evolutionmentioning

confidence: 99%

“…Initial development was iterative, relying on student interviews and expert review to asses evidence of substantive and content validity, respectively. Kalinowski et al (2016) also applied Item Response Theory to assess how well sets of questions assessed the same concept and if student responses fit a priori expectations. The authors also compared scores before and after instruction to evaluate reliability, reporting Cronbach's alpha before and after instruction (0.87 and 0.86, respectively), providing good evidence of reliability.…”

Section: Assessments Measuring Natural Selectionmentioning

confidence: 99%

“…At the undergraduate biology level, these include, but are not limited to, assessments designed to measure student understanding of natural selection (e.g. concept inventory of natural selection-CINS, Bishop and Anderson 1990; concept assessment of natural selection-CANS, Kalinowski et al 2016), macroevolution (e.g. measure of understanding of macroevolution-MUM, Nadelson and Southerland 2009); genetic drift (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Applying measurement standards to evolution education assessment instruments

et al. 2019

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Over the past 25 years a number of instruments have been published that attempt to measure understanding and acceptance of evolution. Science educators have been administering these instruments and reporting results, however, it is not clear these instruments are being used appropriately. The goal of this paper is to review these instruments, noting the original criteria and population for which evidence of validity and reliability was assessed, and to survey other publications that report their use, examining each for evidence of validity and reliability with subsequent populations. Our hope is that such a comprehensive review will engage researchers and practitioners in a careful examination of how they intend to use a particular instrument and whether it can provide an accurate and meaningful assessment of the desired outcomes. We encourage the community to administer evolution education assessments with the consideration of an instrument's measurement support and past use with similar populations. We also encourage researchers to add additional evidence of validity and reliability for these instruments, especially if modifications have been made to the instrument or if its use has been extended to new populations.

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Section: Measure Of Acceptance Of the Theory Of Evolutionmentioning

confidence: 99%

Section: Assessments Measuring Natural Selectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Applying measurement standards to evolution education assessment instruments

et al. 2019

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“…5. To evaluate student preparedness before the lesson or to evaluate learning after the lesson, instructors may wish to administer the Conceptual Assessment of Natural Selection (Kalinowski et al 2016) or the Genetic Drift Inventory (Price et al 2014). These inventories might also provide useful guidance for designing exam questions.…”

Section: Activity Extensionsmentioning

confidence: 99%

Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change

2017

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Evolution and its mechanisms of action are concepts that unite all aspects of biology, but remain some of the most difficult for students to understand. To address this challenge, we designed a hands-on activity that introduces fundamental mechanisms of evolutionary change: natural selection, genetic drift, and gene flow. In small groups, students use a population of sticky notes to reveal the consequences of each mechanism on phenotype frequency. In a followup homework assignment, students then explore how changes in phenotype frequency reflect changes in allele frequency in the population. This activity is suitable for anyone learning the basics of evolution, from high-school through the undergraduate level. We have provided detailed instructions, in-class worksheets, follow-up homework, and extensions that allow the activity to be simplified or made more complex as needed. In our own classrooms, we have observed that the concrete and collaborative nature of this activity enables students to deepen their understanding of the mechanisms through which evolution occurs. We have designed this study such that, in completing this activity, we hope to offer students the opportunity to confront potential misconceptions about evolution and gain a solid foundation for future explorations in the discipline.

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“…Assessing Contextual Reasoning about Natural Selection (ACORNS) Conceptual Assessment of Natural Selection (CANS) (Kalinowski et al 2016) 24 MC: undergraduates (introductory biology majors)…”

Section: Intendedmentioning

confidence: 99%

Testing validity inferences for Genetic Drift Inventory scores using Rasch modeling and item order analyses

2018

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Development and Validation of the Conceptual Assessment of Natural Selection (CANS)

Abstract: The authors present the Conceptual Assessment of Natural Selection (CANS), a new concept inventory intended to measure how well college students in introductory biology courses understand the basic process of natural selection.

Cited by 36 publications

References 30 publications

Applying measurement standards to evolution education assessment instruments

Applying measurement standards to evolution education assessment instruments

Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change

Testing validity inferences for Genetic Drift Inventory scores using Rasch modeling and item order analyses

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