Investigating course-assessment tools

Background/Question/Methods

Teaching and learning assessment are important processes that can help us improve the effectiveness of our classroom activities.  At schools with heavy teaching loads, we often have limited time to engage in these activities.  This study attempts to measure the effectiveness and efficiency of two types of tools used in course assessment.   Both tools are pre and post-course tests with questions reflecting the stated learning goals of each course.  The multiple-choice tool was piloted in an introductory biology course focusing on ecology, evolution, and genetics, while the short-answer tool was piloted in an undergraduate ecology.  This study analyzes data collected during the spring of 2008. 

Results/Conclusions

Preliminary analyses of the pre-test data show a low-level of pre-existing course-related knowledge among the biology students and a low-intermediate level of knowledge among the ecology students.  The final analysis will compare how well each tool’s assessment of student improvement relates to actual student performance in the class and assessment of course learning goals.  It will also relate assessment of goal achievement to the use of active learning in the classroom (including TIEE activities) and will investigate the amount of time and effort each type of tool involves for the instructor.