Jennifer Nelson and Dr. William Bradshaw, Department of Micro and Molecular Biology

It is crucial that science education place more emphasis on helping students learn to think rather than requiring them to memorize endless lists of facts. A vital tool in ascertaining student learning is assessment. Teachers typically assess either student performance (by measuring understanding of facts, concepts, theories, etc.) or affect (student attitudes, self-efficacy, interests, etc.). In my work with Drs. Bradshaw and Bell over the last year, I have helped to develop and test a novel assessment, the Student Mobility Profile (SMP), that addresses the question of epistemology. It allows a teacher to tell if participation in the course enabled a significant number of students to improve in their ability to learn.

Calculating the SMP for a particular course is very straight forward. Two tests measuring the same type of skill (ex. analytical reasoning) are given over an interval of time. Z scores from Exam 1 and Exam 2 are calculated. Next, the difference between the Z-scores (Z-score2 – Z-score1) is computed. The percentage of the class that has an increment (or decrement) of Z-score greater than or equal to various values is graphed along the x-axis. Two exponential decays result.

There are three possible outcomes: symmetry, right asymmetry (improvement), and left asymmetry (decline). If a symmetrical pattern results this means that average student improvement equals the average decline. If right side asymmetry occurs this means that an epistemological change has taken place. An “improvement” bulk has been created in the profile without a corresponding cohort on the decline side. In other words, a cohort of students has improved their ability to learn. The third pattern (not shown) indicates the opposite.

We have analyzed data from several courses on BYU campus. Right side asymmetry is relatively rare. It is important to note that the results of the SMP are not an indicator of knowledge acquired nor a judgment about the value of a course. It simply allows a teacher to see the impact their pedagogy has on changing student behavior. From the courses showing right asymmetry a pedagogical pattern has emerged. The goal of the class is often to teach student to think like a practitioner in the field. If it’s a biology class, the goal of the teacher is to help students to think like a biology class. Some common practices in these classrooms include active learning exercises, feedback through formative assessments, elaborative questioning sessions, and metacognitive appraisal. The SMP is a new assessment tool that helps ascertain whether changes in science education are effective in helping students acquire the skills to become successful scientists.