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Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

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Can mixed assessment methods make biology classes more equitable?

Sehoya Cotner¹, Cissy J Ballen¹

¹Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, Minnesota, United States of America.

|December 28, 2017

Summary

This summary is machine-generated.

Mixed assessment methods in STEM courses benefit women by reducing the impact of high-stakes exams. This approach closes performance gaps and challenges the notion of student deficits.

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Area of Science:

STEM Education Research
Gender Studies in Science
Educational Psychology

Background:

Attrition of women in Science, Technology, Engineering, and Math (STEM) fields is a persistent issue.
Lower performance of women in introductory STEM courses is often attributed to deficits in incoming preparation.
Traditional assessment methods, heavily reliant on high-stakes exams, may disadvantage certain student groups.

Purpose of the Study:

To investigate the impact of mixed assessment methods on gender-based performance in introductory biology courses.
To determine if de-emphasizing high-stakes exams benefits female students and closes overall performance gaps.
To challenge the 'student deficit model' and propose a 'course deficit model' for understanding performance disparities.

Main Methods:

Analysis of gender-based performance trends in nine large introductory biology courses (N > 1000 students) using mixed assessment methods.
Comparison of exam performance versus performance on other assessment types (quizzes, assignments, participation).
Case study analysis of three courses that altered their grading schemes to de-emphasize or emphasize exams.

Main Results:

Females underperformed on exams compared to males, but this gap disappeared when considering other assessment methods.
Courses that shifted away from an exam emphasis showed a benefit for female students, closing overall performance gaps.
Reducing the weight of exams in overall course grades decreased the gender performance gap on exams themselves.

Conclusions:

Mixed assessment methods, which minimize the impact of high-stakes exams, can effectively reduce gender-based performance gaps in STEM.
The 'course deficit model' offers a more accurate explanation for performance disparities, highlighting the classroom's microclimate.
Advocacy for mixed assessment strategies and active learning techniques to create more inclusive STEM learning environments.