This page provides ideas and links to use when designing assessments of the students who were involved in your research course or module.
Sample aspects of assessment of both student attitudes and perceptions by measuring the degree to which the experience increased students’
- interest in science,
- confidence in scientific methodology,
- confidence in skill level,
- understanding of concepts covered,
- other areas of potential interest to developers (e.g., student’s attitudes towards teamwork, research, etc.)
- Student Assessment of Learning Gains The SALG is a free course-evaluation tool that can be personalized for your specific learning gains. http://www.salgsite.org/
- The Classroom Undergraduate Research Experience, Summer Undergraduate Research Experience, or Research on the Integrated Science Curriculum Surveys (CURE/SURE/RISC) https://www.grinnell.edu/academics/areas/psychology/assessments
Students report in pre and post-surveys about their knowledge and interest in science and the scientific process.
- Undergraduate Research Student Self-Assessment (URSSA) is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. http://www.colorado.edu/eer/research/undergradtools.html
- CLASS-Bio: Katharine Semsar, Jennifer K. Knight, Gülnur Birol, and Michelle K. Smith. The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology. CBE-Life Sci. Educ. 10:268-278. http://www.colorado.edu/sei/class/CLASS-Bio.html
Critical thinking skillsExposure to research also has positive effects on the development of critical thinking skills. Such instruments would assess
- the extent to which students can explain the objective of the research (what question did they attempt to resolve and why is it important),
- the implications of their findings in terms of the question they were investigating as well as a broader context,
- ability to apply the concepts they learned (e.g., can they apply their knowledge of the “scientific process to develop new questions/hypotheses when given a novel set of observations, develop a protocol for testing those hypotheses, correctly interpret results when given a novel set of results, etc.)
- See attached Critical Thinking Grid (coming soon).
- Critical Thinking Assessment Test (CAT) (https://www.tntech.edu/cat)
Experimental design, data analysis, and scientific reasoning
- Experimental Design Ability Test (EDAT): Sirum, K and J Humburg. 2011. The Experimental Design Ability Test (EDAT). Bioscene: Journal of College Biology Teaching 37:8-16.
- Analysis of Data Ability Test (ADAT): Sirum, K, A Majorczyk and A Andrews. 2013. Assessing Student Development of Scientific Thinking Skills using the EDAT and ADAT: The Experimental Design and Analysis of Data Ability Tests. The FASEB Journal 27:329.4
- Biological Experimental Design Concept Inventory (BEDCI): Deane, T, K Nomme, E Jeffery, C Pollock, and G Birol. 2014. Development of the Biological Experimental Design Concept Inventory (BEDCI). CBE Life Sci Educ. 13:540–551.
- Data Analysis Skills in Molecular Biology: Rybarczyk, BJ, KLW Walton, WH Grillo. 2014. The Development and Implementation of an Instrument to Assess Students’ Data Analysis Skills in Molecular Biology. Journal of Microbiology & Biology Education 15: 259-267.
- Classroom Test of Scientific Reasoning. Revised Edition: August 2000 by Anton E. Lawson, Arizona State University. Based on: Lawson, A.E. 1978. Development and
validation of the classroom test of formal reasoning. Journal of Research in Science Teaching, 15(1): 11-24.
- Test of Scientific Literacy Skills (TOSLS): Gormally, C., P. Brickman, M. Lutz. (2012) Developing a Test of Scientific Literacy Skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE-Life Sci Educ. 11: 364-377.
- Diagnostic Question Clusters (http://biodqc.org/dqcs)
- Concept Inventories (Fisher, KM, Williams KS, Anderson, DL. Concept Inventories/Conceptual Assessments in Biology (CABs): An annotated list. 2012. http://www.sci.sdsu.edu/CRMSE/files/Concept_Inventories_in_Biology_20110325.pdf)