Abstract:
:A second National Science Foundation-sponsored workshop on Conceptual Assessment in Biology was held in January 2008. Reports prepared for the workshop revealed that research groups working in a variety of biological sciences are continuing to develop conceptual assessment instruments for use in the classroom. Discussions at this meeting largely focused on two issues: 1) the utility of the backwards design approach of Wiggins and McTighe (11), in which identification of learning outcomes (determining what to assess) lies at the beginning of course design; and 2) the utility of defining expected learning outcomes as the building of runable mental models (and designing conceptual assessments that would test the correctness of these mental models). A third meeting is being planned that will focus on the processes involved in writing and validating conceptual assessment instruments.
journal_name
Adv Physiol Educjournal_title
Advances in physiology educationauthors
Michael J,McFarland J,Wright Adoi
10.1152/advan.90122.2008subject
Has Abstractpub_date
2008-09-01 00:00:00pages
248-51issue
3eissn
1043-4046issn
1522-1229pii
32/3/248journal_volume
32pub_type
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journal_title:Advances in physiology education
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pub_type: 历史文章,杂志文章,评审
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