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Using Assessment to Improve Learning in Biochemistry Vicky Minderhout and Jenny Loertscher-Seattle University Jennifer Lewis, and Sachel Villafane-University of South Florida Advancing active learning in biochemistry RACI 2010 Goals of this presentation • Development and use of a diagnostic assessment instrument for undergraduate biochemistry • Implications of assessment data for instruction • Brief introduction to ASBMB project related to assessment Advancing active learning in biochemistry RACI 2010 POGIL Biochem Phase II CCLI Project Goals Improving the practice of undergraduate biochemistry education Goal 1: Provide active learning materials that meet the needs of diverse faculty teaching upper division biochemistry courses Goal 2: Provide a model for documentation for specific student learning outcomes in biochemistry Goal 3: Dissemination of tested activities and instructor guide to diverse constituencies of biochemistry faculty Goal 4: Demonstrate that modern visualization strategies can be used to enhance activities Advancing active learning in biochemistry RACI 2010 Provide a model for documentation of specific student learning outcomes in biochemistry Conceptual gains assessment • • Multiple choice pre- and post-test to determine whether incorrect ideas from general chemistry and biology are corrected Embedded biochemistry exam question Skills assessment • • Ability to think in an integrated manner and look at problems from different perspectives Ability to dissect a problem into its key features Advancing active learning in biochemistry RACI 2010 Foundational topics included in the instrument meet specific criteria • Seven activities were chosen to form the basis of our assessment • • • • • • • • Flipbook at www.pcrest.com Amino acids/protein primary structure Three-dimensional protein structure Hemoglobin Enzyme kinetics Enzyme inhibition Lipid structure High energy compounds in biochemistry Foundational topics chosen relate to selected activities Advancing active learning in biochemistry RACI 2010 Foundational topics included in the instrument come from chemistry and biology CHEMISTRY • • • • • Bond energy pH/pKa Free energy changes Hydrogen bonding London dispersion forces BIOLOGY • • Protein alpha helix structure Consequence of mutation on protein function Advancing active learning in biochemistry RACI 2010 Design of a diagnostic assessment instrument is an iterative community effort Advancing active learning in biochemistry RACI 2010 Design of a diagnostic assessment instrument is an iterative community effort Advancing active learning in biochemistry RACI 2010 Correct statements and statements of incorrect ideas written for each concept Bond Energy: When a chemical bond forms, energy is released Incorrect Ideas: • Bond formation requires energy • Bond formation sometimes requires energy and sometimes releases energy • Whether bond formation requires energy depends on the strength of the bond Advancing active learning in biochemistry RACI 2010 Communitybased process for examining validity and writing test items 20 experienced college and university biochemistry teachers examined the validity of declarative statements and created an item pool • • • • 2 from biology departments 1 from biochemistry department 17 from chemistry departments 1 from large research university Advancing active learning in biochemistry RACI 2010 Instrument structure • 21 multiple choice questions • Three questions (items) relate to each of the eight concept areas • • • Direct Inverse Application Advancing active learning in biochemistry RACI 2010 Structure of Multiple-Choice Question Explanation Statement is presented Direct directly in the question Statement is presented in an Inverse Stem inverse way Statement is presented in Applied another context or applied to a situation Four answer One correct answer and three options incorrect ideas Options Consistent incorrect Should be the same in each ideas as distracters related question Advancing active learning in biochemistry RACI 2010 Test was administered in academic years 2009-10 and 2010-11 Test was administered on the first or second day of class at institutions in the US, Canada, and Australia. General institutional characteristics were: • • • • • Public Research University - US (3) Public Research University International (2) Public Comprehensive University (2) Private Comprehensive University (2) Private Undergraduate College (8) Advancing active learning in biochemistry RACI 2010 Preliminary results Pre/posttest results in junior/senior level biochemistry courses Group Test Mean Group A Pretest 9.1 N=125 Posttest 12.5 Group B Pretest 11.3 N=11 Posttest 13.5 SD 3.1 3.3 3.9 5.1 Group A: Large public Midwestern research university Group B: Small private college in the Southeast Advancing active learning in biochemistry RACI 2010 Preliminary results Gains made by Group A Concepts Bond Energy pH/pKa Hydrogen Bonding Free Energy London Dispersion Alpha Helix Protein Function Correct Answer Correct Answer pretest posttest 4% 74% 12% 30% 14% 18% 25% 42% 33% 38% 30% 30% 21% 22% Correct answer means correctly answering all three items related to that concept Advancing active learning in biochemistry RACI 2010 Preliminary results Incorrect ideas commonly held by students Concept Bond Energy Most common incorrect idea Bond formation requires energy. The interior of an alpha helix Alpha contains the side chains of the Helix amino acid residues. A dipole is not involved in the London interaction between non- polar Dispersion molecules. Hydrogen All hydrogens are capable of Bonding hydrogen bonding. The free energy change for a Free process indicates whether or Energy not the process releases heat. Advancing active learning in biochemistry RACI 2010 Instructors could use test results to make targeted changes in teaching Instructors could use results as formative feedback to inform instruction • • Knowledge of foundational concepts was not as strong as instructors expected Classroom instruction was modified to include review of these concepts in a biochemical context Advancing active learning in biochemistry RACI 2010 Data presented here are included in two upcoming publications Development and analysis of an instrument to assess student understanding of foundational concepts prior to biochemistry coursework. Sachel M. Villafañe, Cheryl P. Bailey, Jennifer Loertscher, Vicky Minderhout, and Jennifer E. Lewis, Biochemistry and Molecular Biology Education, March/April 2011 Uncovering students’ incorrect ideas about foundational concepts for biochemistry. Sachel M. Villafañe, Jennifer Loertscher, Vicky Minderhout, and Jennifer E. Lewis, Accepted for publication in Chemistry Education Research and Practice Advancing active learning in biochemistry RACI 2010 Thanks… Thanks to our biochemistry students over the years. They have helped us understand learning and to be better teachers. National Science Foundation DUE-0717392 Thanks to all of those involved in our project using activities, validating the instrument, writing items or administering the test in their classrooms: Kevin Ahern, Cheryl Bailey, Theresa Beaty, Steve Bottomley, Adam Cassano, Colleen Conway, Cheryl Coolidge, Melanie Cooper, Kathleen Cornely, John Dawson, Elizabeth Dorland, Michele DuBois, Shari Dunham, Matthew Fisher, Pamela Hay, Tim Hayes, Bruce Heyen, Pamela Higgins, Thomas Holmes, Michael Klymkowski, Julie Lively, Ashley Mahoney, Sunil Malapati, Larry Martin, David Merkler, Tracey Murray, Terry Platt, Robert Potter, Charlotte Pratt, Christine Rener, John Shabb, Jeffrey Sigman, Kathy Sukulski, David Thorsell, David Vosburg, Linette Watkins, Harold White, Susan White, Adele Wolfson Advancing active learning in biochemistry RACI 2010 Promoting Concept Driven Teaching Strategies in Biochemistry and Molecular Biology through Concept Assessments NSF grant awarded to American Society of Biochemistry and Molecular Biology (ASBMB) Project Investigators • • • • • Ellis Bell, University of Richmond Cheryl Bailey, University of NebraskaLincoln Hal White, University of Delaware Duane Sears, University of California Santa Barbara Margaret Johnson, University of Alabama Advancing active learning in biochemistry RACI 2010 Advancing active learning in biochemistry RACI 2010 These objectives will be addressed in the following four specific aims of this project: Specific Aim 1: Identify foundational concepts in terms of core knowledge and foundational principles, research and skills. Specific Aim 2: Create a taxonomy of these foundational concepts and skills and link them to topics outlined in the undergraduate curriculum recommendations of ASBMB Specific Aim 3: Develop and evaluate appropriate assessment tools for the topics identified in Specific Aim 1. Specific Aim 4: Create a toolkit that can be easily accessed by the academic community. Advancing active learning in biochemistry RACI 2010 Advancing active learning in biochemistry RACI 2010 Bond Energy Factor Direct question Bond Energy: When a chemical bond forms, energy is released Bond formation requires energy Bond formation sometimes requires energy and sometimes releases energy Whether bond formation requires energy depends on the strength of the bond Which statement is always correct about the energy changes that occur during bond formation? Cooper and Klymkowski a.Depending on the relative electronegativities of the atoms making the bond, energy may be released or absorbed during bond formation. b.During bond formation, energy has to be added and will be restored in the form of a bond. c.Bond formation releases energy to the surroundings. d.The strength of the bond determines whether energy is absorbed or released during bond formation. Advancing active learning in biochemistry RACI 2010 Bond Energy Factor Inverse question Bond Energy: When a chemical bond forms, energy is released Bond formation requires energy Bond formation sometimes requires energy and sometimes releases energy Whether bond formation requires energy depends on the strength of the bond Which statement about the breaking of a single chemical bond is true? a. Energy is released. b. Energy is absorbed. c. Energy is released or absorbed depending on the polarity of the bond being broken. d. Energy is released or absorbed depending on the strength of the bond being broken. Advancing active learning in biochemistry RACI 2010 Bond Energy Factor Application question Bond Energy: When a chemical bond forms, energy is released Bond formation requires energy Bond formation sometimes requires energy and sometimes releases energy Whether bond formation requires energy depends on the strength of the bond Heat is given off when hydrogen burns in air according to the equation: 2H2 + O2 2H2O. Which of the following is responsible for the heat? a. Breaking the bonds in H2 and O2 gives off energy. b. Forming bonds to make H2O gives off energy. c. Both a) and b) above are responsible for the heat. d. Breaking bonds in O2 is responsible for the heat because they are stronger than bonds in H2. Mulford and Robinson
