ArticleJournal of microbiology & biology education2019
Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments.
Article in Journal of microbiology & biology education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
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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
14 citing papers in PubMed.
- The Conclusion Assessment Rubric (CAR): A Tool to Evaluate Students' Ability to Make Context-Driven Claims with Appropriate Scope from Experimental Biological Evidence.CBE life sciences education · 2026Article
- Translating Research on Evolutionary Transitions Into the Teaching of Hierarchical Complexity in University Biology Courses.Ecology and evolution · 2025Article
- Charting a new vision: lessons onJournal of microbiology & biology education · 2025Article
- Article
- Nationally endorsed learning objectives to improve course design in introductory biology.PloS one · 2024Article
- Understanding Randomness on a Molecular Level: A Diagnostic Tool.CBE life sciences education · 2023Article
- How Administration Stakes and Settings Affect Student Behavior and Performance on a Biology Concept Assessment.CBE life sciences education · 2023Article
- Insight from Biology Program Learning Outcomes: Implications for Teaching, Learning, and Assessment.CBE life sciences education · 2023Article
- Using Systems and Systems Thinking to Unify Biology Education.CBE life sciences education · 2022Article
- Using the Intended-Enacted-Experienced Curriculum Model to Map theCBE life sciences education · 2022Article
- Defining and unpacking the core concepts of pharmacology education.Pharmacology research & perspectives · 2021Article
- GenBio-MAPS as a Case Study to Understand and Address the Effects of Test-Taking Motivation in Low-Stakes Program Assessments.CBE life sciences education · 2021Article
- BioSkills Guide: Development and National Validation of a Tool for Interpreting theCBE life sciences education · 2020Article
- Resources for Teaching and Assessing theCBE life sciences education · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Assessing learning across a biology major can help departments monitor achievement of broader program-level goals and identify opportunities for curricular improvement. However, biology departments have lacked suitable tools to measure learning at the program scale. To address this need, we developed four freely available assessments-called Biology-Measuring Achievement and Progression in Science or Bio-MAPS-for general biology, molecular biology, ecology/evolution, and physiology programs. When administered at multiple time points in a curriculum, these instruments can provide departments with information on how student conceptual understanding changes across a major and help guide curricular modifications to enhance learning.
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.