Abstract:Undergraduates’ motivation to learn is complex, driven in part by course assessments and student expectations of those assessments. Using Bloom's Taxonomy, we characterized cognitive learning levels of biology assessments. We specifically ask (1) what cognitive skills are assessed in introductory and upper level biology courses and (2) how well aligned are introductory and upper level biology courses? Three independent raters coded over 3000 assessment items from introductory and advanced biology courses; agre… Show more
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