scholarly journals The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

2008 ◽  
Vol 7 (4) ◽  
pp. 422-430 ◽  
Author(s):  
Michelle K. Smith ◽  
William B. Wood ◽  
Jennifer K. Knight
Keyword(s):  
Statistical Analysis ◽  
Student Learning ◽  
Item Difficulty ◽  
Student Understanding ◽  
Discrimination Index ◽  
Concept Inventory ◽  
Learning Goals ◽  
Learning Gains ◽  
Item Discrimination ◽  
Everyday Language

We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment was reviewed by genetics experts, validated by student interviews, and taken by >600 students at three institutions. Normalized learning gains on the GCA were positively correlated with averaged exam scores, suggesting that the GCA measures understanding of topics relevant to instructors. Statistical analysis of our results shows that differences in the item difficulty and item discrimination index values between different questions on pre- and posttests can be used to distinguish between concepts that are well or poorly learned during a course.

scholarly journals A Diagnostic Assessment for Introductory Molecular and Cell Biology

2010 ◽  
Vol 9 (4) ◽  
pp. 453-461 ◽  
Author(s):  
Jia Shi ◽  
William B. Wood ◽  
Jennifer M. Martin ◽  
Nancy A. Guild ◽  
Quentin Vicens ◽  
...  
Keyword(s):  
Student Learning ◽  
Cell Biology ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Basic Knowledge ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Statistical Parameters ◽  
Reliable Instrument ◽  
Selection Of

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology.

scholarly journals Developing an Intellectual Learning Scale to Test Knowledge Level of Kiwi Growers of Arunachal Pradesh on Package of Practices of Kiwi

2019 ◽  
pp. 1-6
Author(s):  
Bai Koyu ◽  
Rajkumar Josmee Singh ◽  
L. Devarani ◽  
Ram Singh ◽  
L. Hemochandra
Keyword(s):  
Item Difficulty ◽  
Item Analysis ◽  
Discrimination Index ◽  
Knowledge Level ◽  
Arunachal Pradesh ◽  
Item Discrimination ◽  
Knowledge Test ◽  
Difficulty Index

The knowledge test was developed to measure the knowledge level of kiwi growers. In all 36 items were predominantly fabricated on the basis of indorsing rational rather than root memorization and to discriminate the sound knowledgeable kiwi growers from the ailing knowledgeable ones. The scores obtained from sample respondents were imperilled to item analysis, embracing of item difficulty index & item discrimination index. In the ultimate selection, the scale consisted of 15 items with difficulty index ranging from 30-80 and discrimination index ranging from 0.30 to 0.55. Split-Half method was employed to check the reliability of knowledge test being developed and it was found to be 0.711.

scholarly journals ITEM ANALYSIS OF AN ENGLISH SUMMATIVE TEST

2021 ◽  
Vol 1 (1) ◽  
pp. 9-18
Author(s):  
Leni Amelia Suek
Keyword(s):  
Junior High School ◽  
Item Difficulty ◽  
Item Analysis ◽  
Discrimination Index ◽  
Item Discrimination ◽  
Good Test ◽  
Test Items ◽  
Level Of Knowledge ◽  
The Government ◽  
Difficulty Index

While almost half of the teachers’ activities are assessing their students, they are not well-prepared with assessment literacy training. Hence, they are unable to produce good tests to measure students’ level of knowledge and skills. This study is aimed at analyzing item difficulty and item discrimination of a test made by an English teacher at a junior high school in Kupang. It was descriptive qualitative research and the instruments of the research were test items, answer keys, and students’ answer sheets. For the difficulty index, it was revealed that more than half of the test items were easy, while only 2% of the test items were difficult. In terms of the discrimination index, it was found that only 10% of the test items were excellent and most of the test items (46%) were poor. These findings indicated that the English test had a poor item difficulty index and low item discrimination index. Hence, it did not fulfill the criteria of a good test and could not measure students’ true ability. It is highly recommended for the teachers to improve the test items and for the government to provide assessment training for the teachers so that they can produce good tests.

scholarly journals Construction of Knowledge Test to Measure Knowledge Level of Apple Growers of Arunachal Pradesh on Package of Practices of Apple

2019 ◽  
pp. 1-6
Author(s):  
Bai Koyu ◽  
Rajkumar Josmee Singh ◽  
L. Devarani ◽  
Ram Singh ◽  
L. Hemochandra
Keyword(s):  
Item Difficulty ◽  
Item Analysis ◽  
Discrimination Index ◽  
Knowledge Level ◽  
Arunachal Pradesh ◽  
Item Discrimination ◽  
Knowledge Test ◽  
Construction Of Knowledge ◽  
Difficulty Index

The knowledge test was developed to measure the knowledge level of apple growers. 32 items were primarily fabricated on the basis of ratifying rational rather than root memorization and to classify the sound erudite apple growers from the ailing erudite ones. The scores obtained from sample respondents were exposed to item analysis, embracing of item difficulty index & item discrimination index. In the ultimate selection, the scale consisted of 22 items with difficulty index ranging from 30-80 and discrimination index ranging from 0.30 to 0.55. To check the reliability of knowledge test being developed Split-Half method was employed and it was found to be 0.701.

scholarly journals Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097977
Author(s):  
Allison Atteberry ◽  
Sarah E. LaCour
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
Teacher Performance ◽  
The United States ◽  
Learning Objectives ◽  
Learning Goals ◽  
Target Setting ◽  
Student Learning Objectives ◽  
Performance System ◽  
Better Than

The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers’ willingness and ability to set appropriately ambitious SLOs. We describe teachers’ SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets that students did not meet. We also find that, within the same year, a student’s spring test scores tend to be higher on the assessments for which they received higher targets. This raises the intriguing possibility that receiving higher targets might cause students to perform better than they otherwise would have.

Investigating Student Understanding for a Statistical Analysis of Two Thermally Interacting Solids

2010 ◽  
Author(s):  
Michael E. Loverude ◽  
Chandralekha Singh ◽  
Mel Sabella ◽  
Sanjay Rebello
Keyword(s):  
Statistical Analysis ◽  
Student Understanding

scholarly journals Assessing Student Understanding of Host Pathogen Interactions Using a Concept Inventory

2009 ◽  
Vol 10 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Gili Marbach-Ad ◽  
Kenneth Frauwirth ◽  
Brenda Fredericksen ◽  
Sam Joseph ◽  
Robert T. Yuan ◽  
...  
Keyword(s):  
Student Understanding ◽  
Concept Inventory ◽  
Host Pathogen Interactions ◽  
Host Pathogen

scholarly journals Bimbingan Belajar Kimia Bagi Siswa SMA Yang Berdomisili Di Penfui-Binilaka Kupang

2021 ◽  
Vol 4 (2) ◽  
pp. 124
Author(s):  
Maria Aloisia Uron Leba ◽  
Faderina Komisia ◽  
Maria Benedikta Tukan
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Learning Difficulties ◽  
Student Learning Outcomes ◽  
Student Understanding ◽  
Learning Method ◽  
Chemistry Learning ◽  
The Subject

AbstrakBimbingan belajar merupakan salah satu metode belajar dengan cara memberi bantuan berupa penjelasan materi pelajaran secara terstruktur dan perlahan kepada siswa dalam mengatasi kesulitan belajarnya. Kegiatan bimbingan belajar ini bertujuan untuk 1). mengkaji peningkatan pemahaman siswa dalam mempelajari ilmu kimia, 2). mengkaji ketuntasan dari hasil belajar yang diperoleh siswa. Sasaran kegiatan ini adalah tiga siswa SMA kelas X yang tinggal di daerah Penfui – Binilaka, Kupang. Metode pelaksanaan kegiatan ini adalah bimbingan belajar yang meliputi diskusi, penjelasan materi dan latihan soal. Teknik pengumpulan data yang digunakan adalah tes. Data hasil kegiatan ini dianalisis dengan 1). persamaan N-Gain untuk mengkaji peningkatan pemahaman siswa, 2). analisis deskriptif untuk mengkaji ketuntasan dari hasil belajar siswa. Hasil analisis menunjukan bahwa 1). peningkatan pemahaman siswa pada setiap pertemuan tergolong tinggi yang ditunjukan dengan rata-rata nilai N-Gain adalah 0,83, 2). hasil belajar siswa tergolong tuntas yang ditunjukan dengan rata-rata ketuntasan dari hasil belajar siswa adalah 76,02%.Kata Kunci: Bimbingan belajar, kimia, hasil belajar, N-Gain, pembelajaran kimiaAbstractTutoring is a learning method that provides assistance in the form of structured and slow explanation of the subject matter to students in solving their learning difficulties. The purpose of this tutoring are to 1). examines the increase of student understanding in studing chemistry, 2). Examines the completeness of student learning outcomes. The target of this activity are  tree high school stutents class X who live in the Penfui - Binilaka. The methods used in this activity are discussion, explanation of the material and exercises. The technique of data collection used was a test. The data of this activity were analized by 1). N-Gain equation to assess the increase in student understanding, 2). descriptive analysis to assess the completeness of student learning outcomes. The analysis results showed that 1). the increase of student understanding at every meeting was high, which was indicated by the average of N-Gain value was 0.83, 2). the learning outcomes of students was complete, which was indicated by the average completeness of student learning outcomes was 76.02%.Keywords: Tutoring, chemistry, learning outcomes, N-Gain, chemistry learning

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