ERIC Number: EJ1017219
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 66
A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research
Campbell, Chad E.; Nehm, Ross H.
CBE - Life Sciences Education, v12 n3 p530-541 Sep 2013
The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students' knowledge, attitudes, or skills. Although assessments are necessary tools for answering this question, their outputs are dependent on their quality. Our study 1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and 2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. We found that 1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level, and 2) a minority (less than 10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. Our findings raise concerns about the quality of evidence derived from these instruments. We end with recommendations for improving assessment quality in GBE.
Descriptors: Educational Research, Genetics, Biology, Information Science, Science Education, Science Tests, Test Reliability, Construct Validity, Test Validity, Educational Assessment, Evidence, Journal Articles, Secondary Education, Higher Education, Content Analysis, Research Problems, Literature Reviews
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A