An Assessment to Investigate Student Conceptions of Pedigree Analysis

dc.contributor.author Grimes, Zachary T.
dc.contributor.author Boury, Nancy
dc.contributor.author Wasendorf, Chloe
dc.contributor.author McCombs, Audrey L.
dc.contributor.author Reid, Joshua W.
dc.contributor.author James, Olena
dc.contributor.author Couch, Brock
dc.contributor.author Armstrong, Patrick I.
dc.contributor.author Seipelt-Thiemann, Rebecca L.
dc.contributor.department Plant Pathology, Entomology and Microbiology
dc.contributor.department Microbiology
dc.contributor.department Statistics
dc.date.accessioned 2022-11-29T19:31:14Z
dc.date.available 2022-11-29T19:31:14Z
dc.date.issued 2022
dc.description.abstract Genetics plays an increasing role in modern life as evidenced by the development of revolutionary techniques such as CRISPR-based genome editing and the rise of personalized genome services. However, genetics is difficult to learn; known issues include its abstract nature, different scales, and technical language. Pedigree analysis is a convergence of these concepts, requiring use of multiple symbolic scales and understanding the relationships and nature of alleles, genes, and chromosomes. To measure student understanding of these concepts, as well as support biology educational reform toward student-centered instruction, we developed a formative assessment to provide reliable and valid evidence of student understanding, learning, and misconceptions for pedigree analysis. Nine multiple choice items targeted to four learning objectives were developed in an iterative process with faculty and student input. We designed distractor answers to capture common student misconceptions and deployed a novel statistical technique to assess the congruence of distractor language with targeted misconceptions. Psychometric analysis showed the instrument provides valid and reliable data and has utility to measure normalized learning gains. Finally, we employed cross-tabulation and distractor progression to identify several stable misconceptions that can be targeted for instructional intervention.
dc.description.comments This article is published as Grimes, Zachary T., Nancy M. Boury, Chloe Wasendorf, Audrey L. McCombs, Joshua W. Reid, Olena James, Brock Couch, Patrick I. Armstrong, and Rebecca L. Seipelt-Thiemann. "An Assessment to Investigate Student Conceptions of Pedigree Analysis." The American Biology Teacher 84, no. 9 (2022): 535-544. doi:10.1525/abt.2022.84.9.535. Posted with permission.
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/Qr9m9Aar
dc.language.iso en
dc.publisher © 2022 by National Association of Biology Teachers
dc.source.uri https://doi.org/10.1525/abt.2022.84.9.535 *
dc.subject.disciplines DegreeDisciplines::Education::Science and Mathematics Education
dc.subject.disciplines DegreeDisciplines::Education::Educational Assessment, Evaluation, and Research
dc.subject.disciplines DegreeDisciplines::Physical Sciences and Mathematics::Statistics and Probability
dc.subject.keywords pedigree
dc.subject.keywords assessment
dc.subject.keywords distractor congruence
dc.subject.keywords undergraduate genetics
dc.subject.keywords naive conceptions
dc.title An Assessment to Investigate Student Conceptions of Pedigree Analysis
dc.type Article
dspace.entity.type Publication
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relation.isOrgUnitOfPublication 76818945-1d8c-461a-bbac-df615c052c9e
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