Conceptual Assessments in Biology (4-15-2010)

Published conceptual Assessments in Biology with References 1

CONCEPTUAL ASSESSMENTS IN BIOLOGY (4-15-2010) Compiled by Kathleen Fisher & Kathy Williams for CAB III meeting Point Loma Nazarene University, San Diego, CA May 17-20, 2010. Kathleen Fisher1, Kathy Williams1, Dianne Anderson2, organizers. (1 San Diego State University, 2 Point Loma Nazarene University)

Legend: Headings – all caps; Conceptual Assessments –numbered and underlined, followed in parentheses by abbreviation (in italics), # items, item characteristics); followed by references.

A. GENETICS, EVOLUTION & BIOLOGY 1. Conceptual Inventory of Natural Selection ( CINS , 20, MC) Anderson D. 2003. Natural selection theory in non-majors biology: Instruction, assessment and conceptual difficulty. PhD Dissertation. San Diego State University, San Diego. Anderson D, Fisher KM, Norman JG. 2002. Development and evaluation of the Conceptual Inventory of Natural Selection. Journal of Research in Science Teaching 19: 952-978.

2. Genetics Concept Assessment ( GCA , 25, MC) Smith MK, Wood WB, Knight JK. 2008. The genetics concept assessment: A new concept inventory for gauging student understanding of genetics. The American Society for Cell Biology 7: 422-430.

3. Genetics Literacy Assessment Instrument 2 ( GLAI-2 , 31, MC) Bowling BV, Acra EE, Wang L, Myers MF, Dean GE, Markle GC, Moskalik CL, Huether CA. 2008. Innovations in teaching and learning genetics: Development and evaluation of a genetics literacy assessment instrument for undergraduates. Genetics 178:15-22. Bowling BV, Huether CA, Wang L, Myers MF, Markle GC, Dean GE, Acra EE, Wray FP, Jacob, GA. 2008. BioScience 58: 654-680.

4. Genetics Literacy ( 13, MC, 2-tiered) Tsui CY, Treagust D. 2009. Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two-Tier Diagnostic Instrument. International Journal of Science Education, 2009, 1-26, iFirst Article.

5. Biology Literacy ( 30, MC ) Garvin-Doxas K, Doxas I, Klymkowsky MW. 2008. Ed's Tools: A web-based software toolset for accelerated concept inventory construction. In: Deeds D, editor; Washington DC, October 19-21, 2006.

B. MATTER AND ENERGY INTERACTIONS 6. Photosynthesis and Respiration ( 13, MC, 2-tiered) Treagust, D. 1986. Evaluating students’ misconceptions by means fo diagnostic multiple choice items. Journal of Research in Science Education 16, 199-207. Haslam F, Treagust DF. 1987. Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument, Journal of Biological Education 21: 203–211. 7. Breathing & Respiration ( 12, MC, 2-tiered ) Published conceptual Assessments in Biology with References 2

Mann M, Treagust DF. 1998. A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration. Australian Science Teachers Journal, 44: 55–59. Published conceptual Assessments in Biology with References 3

8-21. Thinking like a Biologist: Using diagnostic questions to help students to reason (16 diagnostic question clusters, ~80 Q, MC, TF, open-ended) 8. Biofuels 9. Biosynthesis DQC Form A 10. Biosynthesis DQC Form B 11. Carbon Balance, 12. Carbon in Nature, 13. Energy Pyramid, 14. Forest Carbon, 8. Gasoline 15. Grandma Johnson 16. Keeling Curve 17. Photosynthesis DQC Form A 18. Photosynthesis DQC Form B 19. Rainforest 20. Respiration DQC Form A 21. Respiration DQC Form B 22. Trophic Transfer Web Site: http://www.biodqc.org Wilson CD, Anderson CW, Heidemann M, Merrill JE, Merritt BW, Richmond G, Sibley DF, Parker JM. 2007. Assessing students' ability to trace matter in dynamic systems in cell biology. CBE Life Sciences Education 5: 323-331. M-3 D'Avanzo C, Anderson CW, Griffith A, Merrill J. 2010. Thinking like a biologist: Using diagnostic questions to help students reason with biological principles. (17 January 2010; www.biodqc.org/). M-3

C. PHYSIOLOGY 23. Osmosis and Diffusion ( 12, MC, 2-tiered) Odom AL, Barrow LH. 1995. The development and application of a two-tiered diagnostic test measuring college biology students' understanding of diffusion and osmosis following a course of instruction. Journal of Research in Science Teaching 32: 45-61.

24. Host-Pathogen Interactions ( HPI , 17, MC) Marbach-Ad G, Briken V, El-Sayed NM, Frauwirth K, Fredericksen B, Hutcheson S, Gao LY, Joseph S, Lee V, McIver KS, Mosser D, Quimby BB, Shields P, Song W, Stein DC, Yuan RT, Smith AC. 2009. Assessing Student Understanding of Host Pathogen Interactions Using a Concept Inventory. Journal of Microbiology Education 10: 43-50.

25. Flowering Plant Growth & Development ( 13, MC, 2-tiered) Lin SW. 2004. Development and application of a two-tier diagnostic test for high school students’ understanding of flowering plant growth and development. International Journal of Science and Mathematics Education 2: 175–199.

26. Internal Transport in Plants & the Human Circulatory Systems ( 25, MC, 2-tiered) Wang JR. 2004. Development and validation of a two-tier instrument to examine understanding of internal transport in plants and the human circulatory system. International Journal of Science and Mathematics Education 2: 131–157.

27. Developmental Biology Content Survey (21, MC) Knight, J.K. and Wood, W.B. (2005) Teaching more by lecturing less. CBE Life Sci. Educ. 4, 298- 310.