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Assessment of a Novel Group-Centered Testing Schema in an Upper-Level Undergraduate Molecular Biotechnology Course

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Title: Assessment of a Novel Group-Centered Testing Schema in an Upper-Level Undergraduate Molecular Biotechnology Course
Language: English
Authors: Srougi, Melissa C., Miller, Heather B., Witherow, D. Scott, Carson, Susan
Source: Biochemistry and Molecular Biology Education. Jul-Aug 2013 41(4):232-241.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 10
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Study, College Science, Science Instruction, Molecular Biology, Biotechnology, Critical Thinking, Thinking Skills, Group Activities, Problem Based Learning, Problem Solving, Cooperative Learning, Genetics, Instructional Effectiveness, Teamwork, Science Achievement, Student Surveys
Geographic Terms: North Carolina
DOI: 10.1002/bmb.20701
ISSN: 1470-8175
Abstract: Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructor-assigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume. (Contains 5 figure and 2 tables.)
Abstractor: As Provided
Number of References: 31
Entry Date: 2014
Accession Number: EJ1015197
Database: ERIC
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  Data: Assessment of a Novel Group-Centered Testing Schema in an Upper-Level Undergraduate Molecular Biotechnology Course
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  Data: <searchLink fieldCode="SO" term="%22Biochemistry+and+Molecular+Biology+Education%22"><i>Biochemistry and Molecular Biology Education</i></searchLink>. Jul-Aug 2013 41(4):232-241.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: 10.1002/bmb.20701
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  Data: Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructor-assigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume. (Contains 5 figure and 2 tables.)
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