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    Concept Inventories in Biology

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    Dewi Ratnasari
    Conceptual assessments in biology (CABs) and diagnostic question clusters (DQCs) are tools that can probe student understanding and assess teaching effectiveness. CABs include 16 concept inventories that assess understanding of topics like natural selection, genetics, photosynthesis, and molecular biology through multiple choice questions. DQCs consist of 15 clusters of open-ended, true/false, and multiple choice questions that help students reason through biological principles like carbon cycling, energy flow, and photosynthesis. Both tools provide means to evaluate students' conceptual grasp and identify areas where instruction could be improved.

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    Concept Inventories in Biology

    Uploaded by

    Dewi Ratnasari
    90 views4 pages
    Conceptual assessments in biology (CABs) and diagnostic question clusters (DQCs) are tools that can probe student understanding and assess teaching effectiveness. CABs include 16 concept inventories that assess understanding of topics like natural selection, genetics, photosynthesis, and molecular biology through multiple choice questions. DQCs consist of 15 clusters of open-ended, true/false, and multiple choice questions that help students reason through biological principles like carbon cycling, energy flow, and photosynthesis. Both tools provide means to evaluate students' conceptual grasp and identify areas where instruction could be improved.

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    Conceptual assessments in biology (CABs) and diagnostic question clusters (DQCs) are tools that can probe student understanding and assess teaching effectiveness. CABs include 16 concept inventories that assess understanding of topics like natural selection, genetics, photosynthesis, and molecular biology through multiple choice questions. DQCs consist of 15 clusters of open-ended, true/false, and multiple choice questions that help students reason through biological principles like carbon cycling, energy flow, and photosynthesis. Both tools provide means to evaluate students' conceptual grasp and identify areas where instruction could be improved.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    90 views4 pages

    Concept Inventories in Biology

    Uploaded by

    Dewi Ratnasari
    Conceptual assessments in biology (CABs) and diagnostic question clusters (DQCs) are tools that can probe student understanding and assess teaching effectiveness. CABs include 16 concept inventories that assess understanding of topics like natural selection, genetics, photosynthesis, and molecular biology through multiple choice questions. DQCs consist of 15 clusters of open-ended, true/false, and multiple choice questions that help students reason through biological principles like carbon cycling, energy flow, and photosynthesis. Both tools provide means to evaluate students' conceptual grasp and identify areas where instruction could be improved.

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    of 4

    CONCEPT INVENTORIES /

    CONCEPTUAL ASSESSMENTS IN BIOLOGY (CABs)


    & DIAGNOSTIC QUESTION CLUSTERS (15 DQCs)
    Probe Students Understandings, Assess Teaching Effectiveness
    A. Conceptual Assessments in Biology(CABs)
    1) Anderson D. 2003. Natural selection theory in non-majors biology: Instruction,
    assessment and conceptual difficulty. PhD Dissertation. San Diego State
    University, San Diego, CA.
    Anderson D, Fisher KM, Norman JG. 2002. Development and evaluation of the
    Conceptual Inventory of Natural Selection. Journal of Research in Science
    Teaching 19, 952-978.
    Conceptual Inventory of Natural Selection (CINS, 20 items, MC, scenarios).
    2) Baum, DA, Smith, SD, Donovan, SS. The tree-thinking challenge. Science
    310: 979-980.
    Basic Tree Thinking Assessment (10 items, MC, diagrams).
    3) Bowling BV, Acra EE, Wang L, Myers MF, Dean GE, Markle GC, Moskalik CL,
    Huether CA. 2008. Innovations in teaching and learning genetics: Development
    and evaluation of a genetics literacy assessment instrument for
    undergraduates. Genetics 178,15-22,
    Bowling BV, Huether CA, Wang L, Myers MF, Markle GC, Dean GE, Acra EE,
    Wray FP, Jacob, GA. 2008. BioScience 58, 654-680.
    Genetics Literacy Assessment Instrument 2 (GLAI-2, 31 items, MC, one tier).
    4) Klymkowsky, M. W., Garvin-Doxas K., Zeilik, M. (2003). Bioliteracy and
    teaching efficacy: What biologists can learn from physicists. Cell Biol Educ 2(3):
    155-161.
    http://mcdb.colorado.edu/mcdb/klym BioLiterac Test.
    5) Knight, J.K. and Wood, W.B. 2005. Teaching more by lecturing less. CBE Life
    Science Education, 4, 298-310;
    Developmental Biology Content Survey (21 items, MC, one tier).
    6) Lin SW. 2004. Development and application of a two-tier diagnostic test for
    high school students understanding of flowering plant growth and

    development. International Journal of Science and Mathematics Education, 2,


    175199;
    Flowering Plant Growth & Development (13 items, MC, 2-tiered).
    7) Mann M, Treagust DF. 1998. A pencil and paper instrument to diagnose
    students conceptions of breathing, gas exchange and respiration. Australian
    Science Teachers Journal, 44, 5559.
    Breathing & Respiration (12 items, MC, 2-tiered).
    8) Marbach-Ad G, Briken V, El-Sayed NM, Frauwirth K, Fredericksen B,
    Hutcheson S, Gao LY, Joseph S, Lee V, McIver KS, Mosser D, Quimby BB,
    Shields P, Song W, Stein DC, Yuan RT, Smith AC. 2009. Assessing Student
    Understanding of Host Pathogen Interactions Using a Concept Inventory.
    Journal of Microbiology Education, 10, 43-50.
    Host-Pathogen Interactions (HPI, 17 items, MC, one tier).
    9) Nadelson, L. S., Southerland, S. A. (2010). Development and preliminary
    evaluation of the Measure of Understanding of Macroevolution: Introducing the
    MUM. The Journal of Experimental Education, 78, 151190.
    Measure of Understanding of Macroevolution (MUM, 28 items, MC, one tier, one
    open-ended item, diagrams.
    10) Odom AL, Barrow LH. 1995. The development and application of a two-tiered
    diagnostic test measuring college biology students' understanding of diffusion
    and osmosis following a course of instruction. Journal of Research in Science
    Teaching, 32, 45-61.
    Osmosis and Diffusion (12 items, MC, 2-tiered).
    12) Smith MK, Wood WB, Knight JK. 2008. The genetics concept assessment: A
    new concept inventory for gauging student understanding of genetics. The
    American Society for Cell Biology 7, 422-430.
    Genetics Concept Assessment (GCA, 25 items, MC, one tier).
    13) Treagust, D. 1986. Evaluating students misconceptions by means of
    diagnostic multiple choice items. Journal of Research in Science Education 16,
    199-207;
    Haslam F, Treagust DF. 1987. Diagnosing secondary students misconceptions of
    photosynthesis and respiration in plants using a two-tier multiple choice
    instrument, Journal of Biological Education 21: 203211.
    Photosynthesis and Respiration (13 items, MC, 2-tiered).

    14) Tsui CY, Treagust D. 2009. Evaluating Secondary Students Scientific


    Reasoning in Genetics Using a Two-Tier Diagnostic Instrument. International
    Journal of Science Education, 1-26, iFirst Article.
    Genetics Literacy (13 items, MC, 2-tiered).
    15) Wang JR. 2004. Development and validation of a two-tier instrument to
    examine understanding of internal transport in plants and the human circulatory
    system. International Journal of Science and Mathematics Education, 2, 131
    157.
    Internal Transport in Plants & the Human Circulatory Systems (25 items, MC, 2tiered).
    16) WrightT, HamiltonS, KhanA, RafterM, HowittS, AndersonT, and CostaM. T.
    Wright, S. Hamilton. 2008. Assessing student understanding in the molecular
    life sciences using a concept inventory. In ATN Assessment 08: Engaging
    Students with Assessment (Eds.), pp. 216-224, Adelaide, Australia. And S.
    Howitt, T. Anderson, M. Costa, S. Hamilton, T. Wright. (2008). A Concept
    Inventory for Molecular Life Science: How will it help your teaching practice?
    Australian Biochemist, 39, 14-17.
    Molecular Life Sciences (MLS) Concept Inventory (10 big ideas each assessed
    with 15 questions, one-tiered).
    [http://www.lifescinventory.edu.au/index.html?page=98002]
    B. Diagnostic Question Clusters (DQCs) in Biology
    D'Avanzo C, Anderson CW, Griffith A, Merrill J. 2010. Thinking like a biologist:
    Using diagnostic questions to help students reason with biological principles.
    (17 January 2010; www.biodqc.org/).
    Wilson CD, Anderson CW, Heidemann M, Merrill JE, Merritt BW, Richmond G,
    Sibley DF, Parker JM. 2007. Assessing students' ability to trace matter in
    dynamic systems in cell biology. CBE Life Sciences Education 5: 323-331.
    Thinking like a Biologist: Using Diagnostic Question Clusters (DQCs) to help
    students to reason like biologists (15 DQCs, ~80 items, MC, TF, open-ended)
    [http://www.biodqc.org/]]
    Biofuels
    Biosynthesis DQC Form A
    Biosynthesis DQC Form B
    Carbon Balance,
    Carbon in Nature,
    Energy Pyramid,
    Forest Carbon, 8. Gasoline
    Grandma Johnson
    Keeling Curve
    Photosynthesis DQC Form A
    Photosynthesis DQC Form B
    Rainforest

    Respiration DQC Form A


    Trophic Transfer

    Respiration DQC Form B

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