Skylar Larsen, Utah Valley University
Education
In science education, greater learning gains have been associated with engaged learning strategies over traditional lecture formats. This approach facilitates development of higher-order cognitive skills (HOCS; critical thinking and application of knowledge) which are not only imperative for all successful scientists but necessary for every citizen functioning in our society. Development of these HOCS, however, is not accomplished in some classrooms due to lack of alignment of learning objectives and evaluation, or lack of assessment of these skills entirely. Specifically, we asked how do learning goals and objectives align with assessments, and are learning gains on HOCS better achieved by students in more aligned classrooms tested with higher-cognitive level assessments?
During Fall 2013, we administered two surveys (the first and last week) to ~1300 students from 13 general biology sections, taught by eight different faculty. We compiled and assessed course syllabi, assessments and learning objectives, using Bloom’s taxonomy of learning. Correlation of mean objective and assessment Bloom’s levels yields an alignment score. To address our research questions, we then correlated alignment scores with the percent change in student HOCS scores (i.e., a measure of learning gain).
We anticipate a positive change in student HOCS scores. We expect a high positive change in classrooms where students were assessed with either more HOCS questions or that yielded a higher alignment score. However, we expect the highest positive change in classrooms that were both assessed with more HOCS questions and had a higher alignment score. Although previous research has investigated individual components of learning, no single study has evaluated both curriculum alignment and students’ higher order cognitive skills, and sought the relationship therein. Our findings can contribute to clarification of better practices for engaged learning in introductory biology classrooms to achieve higher-order cognitive skills for the students.