How the Mastery Rubric for Statistical Literacy Can Generate Actionable Evidence about Statistical and Quantitative Learning Outcomes

Tractenberg, Rochelle E.

doi:10.3390/educsci7010003

Cited by 19 publications

(35 citation statements)

References 40 publications

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“…Because we were interested in students’ perceptions of their skill level, we used a modified mastery rubric rather than the “confidence” scale rating system. Our modified mastery rubric ( Appendix 4 ) articulates a developmental trajectory with explicit criteria describing each stage ( 25 , 26 ). Students completed the Personal Skills rating in Lab 1 (Pre) and Lab 12 (Post).…”

Section: Methodsmentioning

confidence: 99%

Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability

Killpack

Fulmer

Dolce

et al. 2020

J Microbiol Biol Educ.

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We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to build and practice key skills in experimental design, data analysis, and scientific writing. Using the Tool for Interrelated Experimental Design, we showed significantly higher gains in experimental design scores in the redesigned course and a more consistent pattern of gains across a range of initial student scores compared with the original format. Students who completed the redesigned course rated themselves significantly higher in experimental design, data collection, and data analysis skills compared with students in the original format. Scores on the Laboratory Course Activity Survey were high for both formats and did not significantly differ. However, on written course evaluations, students in the redesigned course were more likely to report that they engaged in “real science” and their “own experiments.” They also had increased recognition of their specific analytical and writing skill development. Our results demonstrate that intentional, scaffolded instruction using inquiry modules can increase experimental design skills and sense of scientific ability in an introductory biology course.

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Section: Methodsmentioning

confidence: 99%

Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability

Killpack

Fulmer

Dolce

et al. 2020

J Microbiol Biol Educ.

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“…Mastery Rubrics have been published for clinical research [16], ethical reasoning [17], evidence-based medicine [18], and statistical literacy [19]. The construct is described in detail by [15].…”

Section: A Developmental Path For Stewardshipmentioning

confidence: 99%

The preparation of stewards with the Mastery Rubric for Stewardship: Re-envisioning the formation of scholars and practitioners

Rios¹,

Golde²,

Tractenberg³

2019

Preprint

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A steward of the discipline was originally defined as “someone who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application”. This construct was articulated to support and strengthen doctoral education. This paper expands the construct of stewardship so that it can be applied to both scholars and non-academic practitioners, and can be initiated earlier than doctoral education. To accomplish this, we describe a general developmental trajectory supporting cross-curriculum teaching for stewardship of a discipline as well as of a profession. We argue that the most important features of stewardship, comprising the public trust for the future of their discipline or profession, are obtainable by all practitioners, and are not limited to those who have completed doctoral training. The developmental trajectory is a Mastery Rubric, which requires articulating the knowledge, skills, and abilities (KSAs) to be targeted with a curriculum; recognizable stages of performance of these KSAs; and performance level descriptors of each KSA at each stage. Concrete KSAs of stewardship that can be taught and practiced throughout the career (professional or scholarly) were derived directly from the original definition. We used the European guild structure’s stages of Novice, Apprentice, Journeyman, and Master for the trajectory, and through a consensus-based standard setting exercise, created performance level descriptors featuring development of Bloom’s taxonometric cognitive abilities for each KSA. Together, these create the Mastery Rubric for Stewardship (MR-S). The MR-S articulates how stewardly behaviour can be cultivated and documented for individuals in any disciplinary curriculum, whether research-intensive (preparing “scholars”) or professional (preparing members of a profession or more generally for the work force). We qualitatively assess the validity of the MR-S by examining its applicability to, and concordance with professional practice standards in three diverse disciplinary examples: 1) History; 2) Statistics and Data Science; and 3) Neurosciences. These domains differ dramatically in terms of content and methodologies, but students in each discipline could either continue on to doctoral training and scholarship, or utilize doctoral or pre-doctoral training in other professions. The MR-S is highly aligned with the practice standards of all three of these domains, suggesting that stewardship can be meaningfully cultivated and utilized by those working in or outside of academia. The MR-S can be used for curriculum development or revision in order to purposefully promote stewardship at all levels of higher education and beyond.

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“…A CTA generated KSAs following the procedure described in the Supplementary Materials (S2). KSAs that characterize the scientific method, reflecting what is requisite in scientific work (derived from [44] and [45], and adapted by [46]), were assumed to be essential to bioinformatics education and training [47]. These KSAs were refined with respect to community-derived competencies.…”

Section: Ksa Derivation Via Cognitive Task Analysismentioning

confidence: 99%

“…This KSA supports the definition of a bioinformatician as a scientist who uses computational resources to address fundamental questions in biology [55]; [56] -i.e., it is intended to promote the bioinformatician's ability to solve biological problems. It also derives implicitly from the competencies, and explicitly from the Wild & Pfannkuch (1999) [44] model of scientific reasoning (and highlighted in [46]). Hypothesis generation also emerged from the CTA by appeal to theoretical and empirical scientificreasoning models.…”

Section: Ethical Practicementioning

confidence: 99%

The Mastery Rubric for Bioinformatics: supporting design and evaluation of career-spanning education and training

Tractenberg

Lindvall

Attwood

et al. 2019

Preprint

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As the life sciences have become more data intensive, the pressure to incorporate the requisite training into life-science education and training programs has increased. To facilitate curriculum development, various sets of (bio)informatics competencies have been articulated; however, these have proved difficult to implement in practice. Addressing this issue, we have created a curriculum-design and -evaluation tool to support the development of specific Knowledge, Skills and Abilities (KSAs) that reflect the scientific method and promote both bioinformatics practice and the achievement of competencies. Twelve KSAs were extracted via formal analysis, and stages along a developmental trajectory, from uninitiated student to independent practitioner, were identified. Demonstration of each KSA by a performer at each stage was initially described (Performance Level Descriptors, PLDs), evaluated, and revised at an international workshop. This work was subsequently extended and further refined to yield the Mastery Rubric for Bioinformatics (MR-Bi). The MR-Bi was validated by demonstrating alignment between the KSAs and competencies, and its consistency with principles of adult learning. The MR-Bi tool provides a formal framework to support curriculum building, training, and self-directed learning. It prioritizes the development of independence and scientific reasoning, and is structured to allow individuals (regardless of career stage, disciplinary background, or skill level) to locate themselves within the framework. The KSAs and their PLDs promote scientific problem formulation and problem solving, lending the MR-Bi durability and flexibility. With its explicit developmental trajectory, the tool can be used by developing or practicing scientists to direct their (and their team's) acquisition of new, or to deepen existing, bioinformatics KSAs. The MR-Bi can thereby contribute to the cultivation of a next generation of bioinformaticians who are able to design reproducible and rigorous research, and to critically analyze results from their own, and others', work.the world began developing curriculum guidelines, defining core (bio)informatics competencies necessary to underpin life-science and biomedical degree programs (e.g., [16]; [17]; [18]; [19]; [20]; [21]). Competencies represent what individuals can do when they bring their Knowledge, Skills and Abilities (KSAs) together appropriately [22], and at the right level(s), for the right application, to achieve a given task. Competencies are thus multidimensional, highly complex, task-specific, behaviors.Using competencies to guide curriculum development has proved problematic (e.g., [23];[24]; [25]; [26]; [27]). In consequence, the Accreditation Council for Graduate Medical Education in the United States has shifted their definition of "competencies-based medical education" towards a specifically developmental approach that specifies and implements "milestones" [28]; [29]. This is a shift of focus for curriculum design (whether recognized or not) from the end-state of ed...

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How the Mastery Rubric for Statistical Literacy Can Generate Actionable Evidence about Statistical and Quantitative Learning Outcomes

Cited by 19 publications

References 40 publications

Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability

Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability

The preparation of stewards with the Mastery Rubric for Stewardship: Re-envisioning the formation of scholars and practitioners

The Mastery Rubric for Bioinformatics: supporting design and evaluation of career-spanning education and training

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