The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics
Open accessAbstract
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.
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Hake, R. R. (1998) · American Journal of Physics · doi:10.1119/1.18809 · Cited by 6,072
Hestenes, D., Wells, M., & Swackhamer, G. (1992) · The Physics Teacher · doi:10.1119/1.2343497 · Cited by 3,235
Peer Instruction: Ten years of experience and results
Crouch, C. H., & Mazur, E. (2001) · American Journal of Physics · doi:10.1119/1.1374249 · Cited by 2,682
Prescribed Active Learning Increases Performance in Introductory Biology
Freeman, S., O'Connor, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., & Wenderoth, M. P. (2007) · CBE—Life Sciences Education · doi:10.1187/cbe.06-09-0194 · Cited by 455
Cited by
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Promoting Student Metacognition
Tanner, K. D. (2012) · CBE—Life Sciences Education · doi:10.1187/cbe.12-03-0033 · Cited by 618
Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking
Adams, W. K., & Wieman, C. E. (2011) · International Journal of Science Education · doi:10.1080/09500693.2010.512369 · Cited by 451
Gormally, C., Brickman, P., & Lutz, M. (2012) · CBE—Life Sciences Education · doi:10.1187/cbe.12-03-0026 · Cited by 437
Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol
Laverty, J. T., Underwood, S. M., Matz, R. L., Posey, L. A., Carmel, J. H., Caballero, M. D., Fata-Hartley, C. L., Ebert-May, D., Jardeleza, S. E., & Cooper, M. M. (2016) · PLOS ONE · doi:10.1371/journal.pone.0162333 · Cited by 262
Metadata
- Authors
- Smith, M. K., Wood, W. B., & Knight, J. K.
- Venue
- CBE—Life Sciences Education
- Published
- 2008-12
- Volume
- 7
- Issue
- 4
- Pages
- 422-430
- ISSN
- 1931-7913 (ISSN-L)
- OpenAlex
- W2109727538
- Cited by
- 289
- References
- 4
- FWCI
- 52.94
- Type
- journal article
- Language
- en
- Open access
- green
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- Smith, M. K., Wood, W. B., & Knight, J. K. (2008). The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.08-08-0045
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