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The second Conceptual Assessment in the Biological Sciences workshop.

Joel Michael¹, Jenny McFarland, Ann Wright

¹Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA. jmichael@rush.edu

Advances in Physiology Education

|September 17, 2008

Summary

This summary is machine-generated.

This workshop focused on developing conceptual assessment instruments in biology education. Key discussions centered on backwards design and using mental models to assess student understanding.

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Area of Science:

Biology education research
Cognitive science in STEM

Background:

Ongoing development of conceptual assessment instruments across biological sciences.
Second National Science Foundation (NSF)-sponsored workshop convened in January 2008.

Framework:

Exploration of the backwards design approach for course development.
Assessing learning outcomes through the construction of "runable" mental models.

Implementation:

Focus on identifying learning outcomes at the start of course design.
Designing assessments to evaluate the accuracy of student mental models.

Implications:

Informs future development of effective conceptual assessment tools.
Highlights the importance of mental models in biology learning and assessment.
Planning for a third workshop on instrument validation processes.