ArticleCBE life sciences education2016
Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool.
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 22 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
22 citing papers in PubMed, 54 citations in OpenAlex.
- Call for collaboration: Drafting a concept inventory for assessing neuroscience courses and curriculum.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2025Article
- Article
- A genomics learning framework for undergraduates.PloS one · 2025Article
- Design principles for molecular animation.Frontiers in bioinformatics · 2024Article
- Changing colors and understanding: the use of mutant chromogenic protein and informational suppressor strains ofJournal of microbiology & biology education · 2023Article
- The DNA Landscape: Development and Application of a New Framework for Visual Communication about DNA.CBE life sciences education · 2022Article
- Teaching meiosis with the DNA triangle framework: A classroom activity that changes how students think about chromosomes.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2022Article
- Punnett Squares or Protein Production? The Expert-Novice Divide for Conceptions of Genes and Gene Expression.CBE life sciences education · 2021Article
- An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration.Journal of microbiology & biology education · 2020Article
- The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education.Frontiers in bioengineering and biotechnology · 2020Article
- Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence.CBE life sciences education · 2019Article
- Physical models can provide superior learning opportunities beyond the benefits of active engagements.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2018Article
- Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners.CBE life sciences education · 2017Article
- Investigating Novice and Expert Conceptions of Genetically Modified Organisms.CBE life sciences education · 2017Article
- The DNA Triangle and Its Application to Learning Meiosis.CBE life sciences education · 2017Article
- Development and Validation of the Homeostasis Concept Inventory.CBE life sciences education · 2017Article
- Article
- How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats.CBE life sciences education · 2017Article
- Article
- Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education.CBE life sciences education · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select-format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N= 54), and large-scale beta testing (N= 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use.
Indexed as
Identifiers
What OpenQuestion holds
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.