What Really Matters: Assessing Individual Problem-Solving Performance in the Context of Biological Sciences

Anderson, William L.; Sensibaugh, Cheryl A.; Osgood, Marcy P.; Mitchell, Steven M.

doi:10.20429/ijsotl.2011.050117

Cited by 6 publications

(14 citation statements)

References 5 publications

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“…The Individual Problem Solving Assessment (IPSA) was a computer-based summative measure of student performance for each objective ( Mitchell et al , 2011 ). An IPSA followed one biochemistry problem explicitly through each of the five domains.…”

Section: Methodsmentioning

confidence: 99%

“…Although the contextual milestones for each score differed across IPSA rubrics, the rubrics were designed so that score interpretation related to problem-solving ability was consistent across IPSAs and across domains (i.e., that 7 points is satisfactory, 10 points is exemplary). While the rubrics did contain content-specific markers, it is important to emphasize that IPSAs were not intended to measure content knowledge, nor have they been found to do so ( Mitchell et al , 2011 ). In this way, scores were generated for each student, in each domain, and on each IPSA that quantified performance in problem solving while recognizing the contextual cues within the problem.…”

Section: Methodsmentioning

confidence: 99%

“…Specific areas now of interest to the discipline-based education research community include generating evidence about learning that concerns 1) upper-level science courses, rather than focusing primarily on introductory courses; 2) entire science curricula, beyond single courses; and 3) student adeptness not only with factual knowledge, but also with applying it to the processes of science. In biochemistry courses at a large, public university in the southwestern United States, we operationalized the construct of scientific problem solving for pedagogical purposes ( Anderson et al , 2008 ; Mitchell et al , 2011 ). We also discuss recommendations for pedagogical practice to maintain student-centered learning as a crucial underpinning for the research and to inform scholarly educators.…”

Section: Introductionmentioning

confidence: 99%

“…On the basis of our prior work ( Mitchell et al , 2011 ) and interim preliminary analyses (unpublished data), we hypothesized that students would exhibit domain-specific difficulties. Various trends, or patterns of performance, had emerged.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

Sensibaugh

Madrid

Choi

et al. 2017

LSE

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

Sensibaugh

Madrid

Choi

et al. 2017

LSE

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“…At every level of learning, effective assessment strategies are critical to ensure that best practices are available to students ( Fairweather, 2008 ; Mitchell et al. , 2011 ).…”

Section: Conference Focus Areasmentioning

confidence: 99%

NIBLSE: A Network for Integrating Bioinformatics into Life Sciences Education

Dinsdale

Elgin

Grandgenett

et al. 2015

LSE

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The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

Almasri

2022

Educ Inf Technol

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This study aimed to compare female and male students’ attitudes and achievements within different learning settings determined by e-learning and in-classroom learning modalities, collaborative (CL), and traditional (TL) learning pedagogies and investigated the effect of single-gender (SG) and mixed-gender (MG) grouping in an undergraduate biology course. 1375 biology students enrolled in a public university were randomly divided into 12 learning settings. Keller’s ARCS model and Vygotsky’s Socio-cultural Theory were the theoretical frameworks that guided this study. Results indicated that females attained higher achievement and more positive attitude towards biology in TL and CL sections in single-gender compared to mix-gender classes; overall, academic achievements between females and males demonstrated a significant difference at P < .05. Females students performed relatively low achievement and had a negative attitude toward biology in mix-gender CL groups (2 Females + 2 Males) compared to single-gender CL groups (4 Females) in in-classroom modality. E-learning attenuated the negative impact of mixed-gender grouping on female students within e-learning CL settings. The effect size value indicated that males benefited more than females from mixed-gender CL (2F + 2 M) pedagogy in e-learning and in-classroom modalities. Thus, e-learning may encourage female students to overcome the socio-cultural barrier that leads them to feel reticence in mixed-gender groups. The study helps to understand the most suitable learning settings for female and male students to decrease gender disparities, reduce the negative influences of stereotypical threats in different socio-cultural environments, and develop learning strategies to further equalize opportunities for females and male students, promoting students’ attitudes and achievement in undergraduate biology education.

show abstract

What Really Matters: Assessing Individual Problem-Solving Performance in the Context of Biological Sciences

Cited by 6 publications

References 5 publications

Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

NIBLSE: A Network for Integrating Bioinformatics into Life Sciences Education

The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

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