A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills

In response to empirical evidence and calls for change, individual undergraduate biology instructors are reforming their pedagogical practices. To assess the effectiveness of these reforms, many instructors use course-specific or skill-specific assessments (e.g., concept inventories). We commend our...

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Autores principales:	Lacy M. Cleveland, Thomas M. McCabe, Jeffrey T. Olimpo
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/39106a26500946529f9b98f52393fff7
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spelling	oai:doaj.org-article:39106a26500946529f9b98f52393fff72021-11-15T15:04:53ZA Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills10.1128/jmbe.v19i1.13681935-78851935-7877https://doaj.org/article/39106a26500946529f9b98f52393fff72018-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i1.1368https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885In response to empirical evidence and calls for change, individual undergraduate biology instructors are reforming their pedagogical practices. To assess the effectiveness of these reforms, many instructors use course-specific or skill-specific assessments (e.g., concept inventories). We commend our colleagues’ noble efforts, yet we contend that this is only a starting point. In this Perspectives article, we argue that departments need to engage in reform and programmatic assessment to produce graduates who have both subject-matter knowledge and higher-order cognitive skills. We encourage biology education researchers to work collaboratively with content specialists to develop program-level assessments aimed at measuring students’ conceptual understanding and higher-order cognitive skills, and we encourage departments to develop longitudinal plans for monitoring their students’ development of these skills.Lacy M. ClevelandThomas M. McCabeJeffrey T. OlimpoAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Lacy M. Cleveland Thomas M. McCabe Jeffrey T. Olimpo A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills
description	In response to empirical evidence and calls for change, individual undergraduate biology instructors are reforming their pedagogical practices. To assess the effectiveness of these reforms, many instructors use course-specific or skill-specific assessments (e.g., concept inventories). We commend our colleagues’ noble efforts, yet we contend that this is only a starting point. In this Perspectives article, we argue that departments need to engage in reform and programmatic assessment to produce graduates who have both subject-matter knowledge and higher-order cognitive skills. We encourage biology education researchers to work collaboratively with content specialists to develop program-level assessments aimed at measuring students’ conceptual understanding and higher-order cognitive skills, and we encourage departments to develop longitudinal plans for monitoring their students’ development of these skills.
format	article
author	Lacy M. Cleveland Thomas M. McCabe Jeffrey T. Olimpo
author_facet	Lacy M. Cleveland Thomas M. McCabe Jeffrey T. Olimpo
author_sort	Lacy M. Cleveland
title	A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills
title_short	A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills
title_full	A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills
title_fullStr	A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills
title_full_unstemmed	A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills
title_sort	call for programmatic assessment of undergraduate students’ conceptual understanding and higher-order cognitive skills
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/39106a26500946529f9b98f52393fff7
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A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills

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