1887

Learning Outcomes with Linked Assessments – an Essential Part of our Regular Teaching Practice

    Authors: Ann C. Smith1,*, Gili Marbach-Ad1
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    Affiliations: 1: University of Maryland, College Park, MD 20742
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 20 December 2010
    • *Corresponding author. Mailing address: 1127 Microbiology Building, University of Maryland, College Park, MD 20742. Phone: 301-405-5443. Fax: 301-314-9489. E-mail: [email protected].
    • Copyright © 2010 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 123-129. doi:10.1128/jmbe.v11i2.217
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    Abstract:

    Setting up learning outcomes with linked assessments is a best practice in science education. In biology teaching, faculty are beginning to establish learning outcomes and assessments in the style of concept inventories. At a recent meeting of biology faculty who have designed concept inventories, the characteristics and uses of concept inventories were defined. Concept inventories used as pre- and post-measures of student learning provide a window into students’ understanding of key concepts of a discipline and serve as a tool to motivate faculty toward evidence-based teaching habits. A movement for the development of a microbiology concept inventory is suggested.

Key Concept Ranking

Natural Selection
0.49251842
Host-Pathogen Interactions
0.46483973
Microbial Pathogenesis
0.4277236
0.49251842

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/content/journal/jmbe/10.1128/jmbe.v11i2.217
2010-12-20
2019-06-27

Abstract:

Setting up learning outcomes with linked assessments is a best practice in science education. In biology teaching, faculty are beginning to establish learning outcomes and assessments in the style of concept inventories. At a recent meeting of biology faculty who have designed concept inventories, the characteristics and uses of concept inventories were defined. Concept inventories used as pre- and post-measures of student learning provide a window into students’ understanding of key concepts of a discipline and serve as a tool to motivate faculty toward evidence-based teaching habits. A movement for the development of a microbiology concept inventory is suggested.

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