ERIC Number: EJ1179312
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates
Summers, Mindi M.; Couch, Brian A.; Knight, Jennifer K.; Brownell, Sara E.; Crowe, Alison J.; Semsar, Katharine; Wright, Christian D.; Smith, Michelle K.
CBE - Life Sciences Education, v17 n2 Article 18 Jun 2018
A new assessment tool, Ecology and Evolution--Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate's-, bachelor's-, master's-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the "Vision and Change" report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications.
Descriptors: Ecology, Evolution, Science Instruction, Introductory Courses, Undergraduate Students, Biology, Item Response Theory, Test Validity, Test Reliability, Feedback (Response), College Faculty, Associate Degrees, Bachelors Degrees, Masters Degrees, Doctoral Degrees
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: email@example.com; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL); National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: 0962805; 1322556; 1323010; 1322364