Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments

Authors

Michelle K. Smith, Cornell University
Sara E. Brownell, Arizona State University
Alison J. Crowe, University of Washington
N. G. Holmes, Cornell University
Jennifer K. Knight, University of Colorado, Boulder
Katharine Semsar, University of Colorado, Boulder
Mindi M. Summers, University of Calgary
Cole Walsh, Cornell University
Christian D. Wright, Arizona State University
Brian A. Couch, University of Nebraska - LincolnFollow

Date of this Version

2019

Citation

Journal of Microbiology & Biology Education Volume 20, Number 2

Comments

© 2019 Author(s).

Open access

DOI: https://doi.org/10.1128/jmbe.v20i2.1787

Abstract

Assessing learning across a biology major can help departments monitor achievement of broader program-level goals and identify opportunities for curricular improvement. However, biology departments have lacked suitable tools to measure learning at the program scale. To address this need, we developed four freely available assessments—called Biology-Measuring Achievement and Progression in Science or Bio-MAPS—for general biology, molecular biology, ecology/evolution, and physiology programs. When administered at multiple time points in a curriculum, these instruments can provide departments with information on how student conceptual understanding changes across a major and help guide curricular modifications to enhance learning.