How Administration Stakes and Settings Affect Student Behavior and Performance on a Biology Concept Assessment.

ABSTRACT: Biology instructors use concept assessments in their courses to gauge student understanding of important disciplinary ideas. Instructors can choose to administer concept assessments based on participation (i.e., lower stakes) or the correctness of responses (i.e., higher stakes), and students can complete the assessment in an in-class or out-of-class setting. Different administration conditions may affect how students engage with and perform on concept assessments, thus influencing how instructors should interpret the resulting scores. Building on a validity framework, we collected data from 1578 undergraduate students over 5 years under five different administration conditions. We did not find significant differences in scores between lower-stakes in-class, higher-stakes in-class, and low

SUBMITTER: Uminski C 

PROVIDER: S-EPMC10228266 | biostudies-literature | 2023 Jun

REPOSITORIES: biostudies-literature