ArticleCBE life sciences education2016
Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI).
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation.CBE life sciences education · 2024Article
- Improving Students' Understanding of Biological Variation in Experimental Design and Analysis through a Short Model-Based Curricular Intervention.CBE life sciences education · 2022Article
- Successful Problem Solving in Genetics Varies Based on Question Content.CBE life sciences education · 2021Article
- An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes.PloS one · 2021Article
- BioSkills Guide: Development and National Validation of a Tool for Interpreting theCBE life sciences education · 2020Article
- Development of the BioCalculus Assessment (BCA).CBE life sciences education · 2020Article
- PUMAA: A Platform for Accessible Microbiome Analysis in the Undergraduate Classroom.Frontiers in microbiology · 2020Article
- Development of the Biological Variation In Experimental Design And Analysis (BioVEDA) assessment.PloS one · 2020Article
- Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students' Statistical Reasoning and Quantitative Literacy Skills.Journal of microbiology & biology education · 2018Article
- Development and Validation of the Homeostasis Concept Inventory.CBE life sciences education · 2017Article
- Checking Equity: Why Differential Item Functioning Analysis Should Be a Routine Part of Developing Conceptual Assessments.CBE life sciences education · 2017Article
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Authors and funding
5 authors.
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Abstract
We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non-expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI's robustness and sensitivity in capturing useful data relating to the students' conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills.
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