Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.

ABSTRACT: Recent national calls to transform undergraduate science education have centered on engaging students in scientific practices as a means to help them develop deeper insights into science. The three-dimensional framework for science education encapsulates the goals of these national calls by recommending that instructors integrate scientific practices, crosscutting concepts, and disciplinary core ideas throughout their courses. Prior research has found that introductory undergraduate biology exams contain few three-dimensional items suggesting that instructors likely face barriers in meeting the goals of national calls. To better understand these putative challenges, we explored factors potentially associated with three-dimensional alignment. Our generalized linear mixed model indicated tha

SUBMITTER: Uminski C 

PROVIDER: S-EPMC11495598 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature