There Is More than Multiple Choice: Crowd-Sourced Assessment Tips for Online, Hybrid, and Face-to-Face Environments

Jennifer C. Drew, Neal Grandgenett, Elizabeth A. Dinsdale, Luis E. Vázquez Quiñones, Sebastian Galindo, William R. Morgan, Mark Pauley, Anne Rosenwald, Eric W. Triplett, William Tapprich, Adam J. Kleinschmit

Research output: Contribution to journalArticlepeer-review

Abstract

Developing effective assessments of student learning is a challenging task for faculty and even more difficult for those in emerging disciplines that lack readily available resources and standards. With the power of technology-enhanced education and accessible digital learning platforms, instructors are also looking for assessments that work in an online format. This article will be useful for all teachers, but especially for entry-level instructors, in addition to more mature instructors who are looking to become more well versed in assessment, who seek a succinct summary of assessment types to springboard the integration of new forms of assessment of student learning into their courses. In this paper, ten assessment types, all appropriate for face-to-face, blended, and online modalities, are discussed. The assessments are mapped to a set of bioinformatics core competencies with examples of how they have been used to assess student learning. Although bioinformatics is used as the focus of the assessment types, the question types are relevant to many disciplines.
Original languageEnglish
Number of pages4
JournalJournal of Microbiology and Biology Education
Volume22
Issue number3
DOIs
Publication statusPublished - Dec 2021

Keywords

  • Assessment
  • Bioinformatics
  • Bloom's taxonomy
  • Distance learning
  • Network for the integration of bioinformatics in the life sciences (NIBLSE)
  • Online
  • Reliability
  • Undergraduate biology education
  • Validity

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