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Updated: Aug 12, 2026
11:21
Methodology for Establishing a Community-Wide Life Laboratory for Capturing Unobtrusive and Continuous Remote Activity and Health Data
Published on: July 27, 2018
Cultivating Enduring Changes in Assessment Through a Life Sciences Community of Practice
Ludmila Tyler1, Peter J Kennelly2, Shelly Engelman3
1Biochemistry and Molecular Biology Department, University of Massachusetts Amherst, Amherst, Massachusetts, USA.
Summary
Participant-centered workshops improved science educators' assessment practices and attitudes. These training sessions fostered lasting changes in teaching approaches and the adoption of inclusive strategies.
Area of Science:
- Biochemistry and Molecular Biology Education
- Science Education Assessment
Background:
- The Community for the Assessment of Biochemistry and Molecular Biology Learning (CABL) developed participant-centered workshops to enhance instructors' assessment skills.
- Workshops emphasized backward design, peer editing, and using participant-generated tools.
Purpose of the Study:
- To evaluate the effectiveness of CABL workshops in changing science educators' attitudes and practices regarding assessment.
- To understand the lasting impact of training on teaching methodologies.
Main Methods:
- Conducted six workshops (summative and alternative assessment) from July 2020 to January 2024, with both virtual and in-person formats.
- Collected data via immediate Exit Surveys, a Spring 2024 Follow-Up Survey, and Focus Groups with 110 unique participants.
Main Results:
- Exit Surveys showed high satisfaction and immediate knowledge gains.
- Follow-Up Surveys revealed 60% revised their assessment approach; nearly a third implemented inclusive practices.
- Focus Groups highlighted transformative change through best practice adoption and knowledge dissemination.
Conclusions:
- Participant-centered CABL workshops effectively catalyzed shifts in assessment perspectives and self-reported practices.
- The training fostered significant, lasting changes in how science educators approach assessment and inclusive teaching.
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