Biology
Ann Heitkemper
2009-11 Assessment Report
Outcome 1 Communicate Effectively
Measurable
Criteria
Measurement
Tool
Time Frame
Students were evaluated for their improvement in
communication as a result of completing Biology 260
(Introduction to Microbiology). Two different
activities were assessed during different quarters.
First, communication through writing was evaluated.
An essay from exam 1 (pre-test) was compared to an
essay from the final exam (post-test) using the college
communication rubric. Pre-test and post-test scores
were compared.
Students will show a 20% or
greater improvement in their
writing skills on an essay response
using the global communication
rubric criteria.
For both assessment
activities, the college
communication rubric
criteria examined were:
(A) conveys ideas and
information with clarity
and control; (B) adapts
communication methods
appropriated to purpose,
content, audience, and
situation; and (C)
receives and responds to
messages openly and
appropriately.
Biology 260 classes
offered during the 20092011 assessment cycle
Second, communication through verbal expression was
evaluated. For this assessment a class presentation
was scored using the same communication rubric.
This was a single evaluation of a culminating class
activity.
50% of student presentations will
score ≥2 on communication
criteria.
Results. Results from these assessment activities were inconclusive.
Essay writing skills may be improving slightly. There was a 5% increase in scores overall for the 3 communication criteria evaluated. However,
the measurable criterion was that students would demonstrate a 20% or greater improvement in their writing skills on an essay response using the
global communication rubric criteria. Therefore, microbiology students’ improvement in communication was less than expected.
Oral communication, however, scored much higher. The measurable criterion for this assessment was that 50% of the students would score ≥2 on
communication criteria. Data from this assessment showed 75% of students scoring ≥2 on all of the rubric criteria evaluated. Although, students
generally performed well on the presentation, it is unclear whether this is due to the course, their previous coursework, or life experience. A better
evaluation would have been to score oral communication skills at the beginning of the course by having them present a topic (pre-test) in addition
to the culminating presentation (post-test). Microbiology has a lengthy curriculum, however, and student presentations take a great deal of time.
This type of assessment therefore may not be practical for future assessment strategies.
Analysis and Action. A new writing assignment was developed in order to promote communication and critical thinking skills. The assignment
requires students to generate critical thinking questions related to class topics. In addition to generating questions they also research the answers.
This assignment will be assessed for critical thinking and communication (essay writing) using the global rubric criteria for communication and
critical thinking.
Natural and Applied Sciences Division
Biology
Ann Heitkemper
2009-11 Assessment Report
Outcome 2 Critical Thinking
Measurable
Criteria
Measurement
Tool
Time Frame
Biology 175 (Human Biology) students were assessed
for their improvement in logical and critical thinking.
A comparison of pre-test and post-test
average scores will show a 50%
increase.
Students read and report
on articles in the journal
Scientific American.
The assessment
consisted of a quiz at the
beginning of the quarter
(pretest) and at the end
of the quarter (posttest).
Biology175
classes during the
2009-2011
assessment cycle
Critical thinking
questions were
generated using science
article excerpts. A
comparison of class
averages before and
after taking Human
Biology was analyzed.
Class Averages on
pretest and posttest were
compared and
subsequently converted
to the rating scale for
critical thinking –
understanding.
Results. An increase of 38.5%, although not the projected goal (i.e. 50%), indicates a noteworthy improvement in comprehension of
topics. Based on this data, students appear to be gaining an understanding of human biology topics. Journal reading assignments provide
students with a more interesting approach to learn about science terminology and concepts.
Natural and Applied Sciences Division
Biology
Ann Heitkemper
2009-11 Assessment Report
Analysis and Action. The journal reading assignments will continue to be a part of the Human Biology curriculum. In order to further develop
critical thinking skills, some laboratory investigation activities will include preliminary hypothesis generation prior to participating in the activity.
(i.e. “if…..then….” speculation on outcome).
Natural and Applied Sciences Division