Comprehensive Assessment Tracking System

A little assessment - transcription

Rating: 
5
Average: 5 (3 votes)
Monday, February 9, 2015 to Wednesday, December 16, 2015
Abstract: 

Students confuse molecular processes concerning synthesis of macromolecules, particularly DNA, RNA and proteins. I have the students make separate lists of terms they need to know AND clues as to how to keep them separate.The students  come to the board and generate the list - they pass a marker to another student to keep adding to the list. We review as a group and determine if all the terms are lined up correctly. This semester I decided to increase the use of contrasting between the processes based on our lists. While applying one process I would ask them to think about why it is not the other processes, what clues do we see, which terms fit etc. 

I assessed one simple prompt on a test which asks which process is shown in the picture. The answer is RNA synthesis or transcription. In sp 15 with an n = 39, 62% provided the correct answer while in fall 15 with an n = 54, 67% provided the correct answer. I am certain this not significant but it is nice to see a bit of an improvement. My objective, however was to determine if contrasting back and forth hindered learning, it appears it did not. 

Division/Department: 
Completed Full Cycle: 
Yes
Course Number: 
BIO 205

Comments

OLGYZ58951's picture
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HI Bronwen, This is intersting. Even if we don't see large percentage changes, it is good to still assess what we are doing and compare results. Thanks, Olga

RACYC00002's picture
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This is a good strategy.  It is just as important to be able to look at information and determine why it ISN'T right as it is to determine why something is correct.  It's a very important skill for Multiple Choice questions :)  

PETAA00009's picture
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What I like about this is that you are paralleling Bloom's Taxonomy. By adding compare/contrast to the students' tasks, you are taking them into the realm of higher order thinking skills. Well done!