ArticleCBE life sciences education2013
A critical analysis of assessment quality in genomics and bioinformatics education research.
Article in CBE life sciences education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
25 citing papers in PubMed.
- Mapping pathogen genomics training provision: a structured analysis within a global consortium network.Frontiers in public health · 2026Article
- "It's More Of A Me-Thing Than An Evolution Thing": Exploring The Validity Of Evolution Acceptance Measures Using Student Interviews.CBE life sciences education · 2023Article
- The EvMed Assessment: A test for measuring student understanding of core concepts in evolutionary medicine.Evolution, medicine, and public health · 2023Article
- Article
- Developing the BETTSI: A tree-thinking diagnostic tool to assess individual elements of representational competence.Evolution; international journal of organic evolution · 2022Article
- There Is More than Multiple Choice: Crowd-Sourced Assessment Tips for Online, Hybrid, and Face-to-Face Environments.Journal of microbiology & biology education · 2021Article
- Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices.CBE life sciences education · 2021Article
- Article
- Illuminating the complexities of conflict with evolution: validation of the scales of evolutionary conflict measure (SECM).Evolution · 2020Article
- Bioinformatics-Based Activities in High School: Fostering Students' Literacy, Interest, and Attitudes on Gene Regulation, Genomics, and Evolution.Frontiers in microbiology · 2020Article
- Development of the Biological Variation In Experimental Design And Analysis (BioVEDA) assessment.PloS one · 2020Article
- A Biology Core Concept Instrument (BCCI) to Teach and Assess Student Conceptual Understanding.CBE life sciences education · 2019Article
- Big Data to the Bench: Transcriptome Analysis for Undergraduates.CBE life sciences education · 2019Article
- Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data.CBE life sciences education · 2019Article
- Error-Discovery Learning Boosts Student Engagement and Performance, while Reducing Student Attrition in a Bioinformatics Course.CBE life sciences education · 2018Article
- EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.CBE life sciences education · 2018Article
- Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum.Briefings in bioinformatics · 2017Article
- Development of a Biological Science Quantitative Reasoning Exam (BioSQuaRE).CBE life sciences education · 2017Article
- Young Adults' Belief in Genetic Determinism, and Knowledge and Attitudes towards Modern Genetics and Genomics: The PUGGS Questionnaire.PloS one · 2017Article
- A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use.CBE life sciences education · 2016Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students' knowledge, attitudes, or skills. Although assessments are necessary tools for answering this question, their outputs are dependent on their quality. Our study 1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and 2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. We found that 1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level, and 2) a minority (<10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. Our findings raise concerns about the quality of evidence derived from these instruments. We end with recommendations for improving assessment quality in GBE.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.