Assessment: Bio 140 Lecture class (FALL 2013) submitted by Dr. Simran Kaur
(1) A list of your student learning outcomes and the General Education Objectives that are related to
those student learning outcomes;
(A) Student learning outcomes for the course:
1. Outline the steps of the scientific method, identify variables and design a controlled experiment*.
2. Demonstrate the ability to analyze quantitative data, organize it in the form of a graph; analyze evidence
and the ability to draw a conclusion*.
3. Demonstrate an understanding of key concepts in evolutionary biology, the history of life on Earth, and
phylogenetic relationships between organisms*.
4. Integrate knowledge of evolution with observable natural phenomenon especially antibiotic resistance, pest
resistance, extinction and emerging new diseases*.
5. Demonstrates knowledge of properties of life, cell theory, cell types and identify the fundamental unity
across greater diversity among all living organism on Earth*.
6. Describe the functions of cellular organelles and their role in major energy transformation processes of
respiration and photosynthesis*.
7. Apply the laws of genetics to predict the results of genetics cross and have an understanding of the role of
genetic factors in health and disease.
8. Demonstrate an understanding of ecological relationships between organisms and their environment and
relate the knowledge acquired to global environmental issues.
* Learning outcomes addressed by the proposed assessment plan (1-6):
B. General Education Educational Objectives related to above mentioned student learning outcomes:
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed
decisions.
3. Reason quantitatively and mathematically as required in their fields of interest and in everyday life.
5. Integrate knowledge and skills in their program of learning.
6. Differentiate and make informed decisions about issues based on multiple value systems.
9. Employ concepts and methods of the natural and physical sciences to make informed judgments.
(2) A discussion of the assignment(s) that students completed;
Student learning assessment was done in the lecture part of the course (5 lecture sections taught by 4 faculty
members). The lecture constitutes 65% of the course grade and is based on 5 multiple choice examinations (50
questions each) administered by the lecture instructor. The course content is divided into five units focused on
biology, society and process of science (unit 1); evolution and diversity (unit2); Cells and Energy conversions
(unit 3); genetics and patterns of inheritance (unit 4); and Ecology and the biosphere (unit 5). Each exam,
theoretically speaking covers each unit.
NOTE: Instructors also assign individual written assignments/quizzes/scientific articles during the course of
the semester, but these specific assignments were not used as part of assessment of the course as they are
not uniform in all sections.
Assessment assignment completed by the students:
1. Each lecture instructor identified a few questions (from their exams) that assessed a particular learning
outcome and submitted them to the course coordinator periodically, during the course of the semester.
2. All questions submitted were analyzed closely by all lecture instructors, pooled together and compiled into
a semester end cumulative exam by the course coordinator.
3. The mandatory “cumulative assessment exam was taken by the students along with the last exam (exam 5)
during the final examination week (week 15).
Assessment: Bio 140 Lecture class (FALL 2013) submitted by Dr. Simran Kaur
4. The exam had 25 questions in all and was used to assess SLO’s 1-6.
5. Grading policy for the lecture course is based on 4 exams, the lowest grade being dropped (as mentioned
earlier 5 exams are administered by each instructor during the course of the semester). Each exam grade (4 in
all) then contributes 25% each to the lecture grade. The “cumulative assessment exam” was treated as ½ an
exam and contributed a maximum of 12.5% credit which were then added to the lowest test score out of the
four exams (done individually by each instructor) to make the final lecture grade.
7. In all, 119 students were assessed on how well they achieved the selected student learning outcomes.
(3) A discussion of the evidence that was used to determine how well students were achieving the
selected outcomes, including the instrument(s) that were used to collect data;
As explained in section (2), a cumulative assessment exam was designed with 25 multiple choice questions.
Each instructor after scanning the scantrons collected from each student generated a scantron analysis sheet
which reflected the class average along with % correct responses for each question. All data was pooled
together on an excel sheet to calculate % correct responses for each question to come to a conclusion on
assessment of all students enrolled in Bio 140. Results are depicted in section (4).
(4)
An analysis (and summary) of the assessment results that were obtained;
Student Learning Outcomes assessed.
1. Outline the steps of the scientific method, identify variables and design a
controlled experiment.
2. Demonstrate the ability to analyze quantitative data, organize it in the form of a
graph; analyze evidence and the ability to draw a conclusion.
% correct
responses
66%
(7questions)
3. Demonstrate an understanding of key concepts in evolutionary biology, the
history of life on Earth, and phylogenetic relationships between organisms.
(7 questions).
4. Integrate knowledge of evolution with observable natural phenomenon especially
antibiotic resistance, pest resistance, extinction and emerging new diseases
(2 questions)
5. Demonstrates knowledge of properties of life, cell theory, cell types and identify
the fundamental unity across greater diversity among all living organism on Earth.
63%
64%
63%
(5 questions)
6. Describe the functions of cellular organelles and their role in major energy
transformation processes of respiration and photosynthesis.
52%
(4 questions)
(5) A description of how the assessment results that were obtained affected (or did not affect) the
student learning outcomes you identified. As part of the discussion, there should be a description of any
plans to address the areas where students need to improve;
The assessment strategy employed was very meaningful as the evaluation actually expressed student learning.
The cumulative exam had questions from topics that were covered in unit 1 (Biology, Society and Process of
science); unit 2 (Evolution and Diversity); and unit 3 (Cells and Energy conversions). As expressed in section 4,
Assessment: Bio 140 Lecture class (FALL 2013) submitted by Dr. Simran Kaur
SLO’s 1-6 were assessed. The questions were very carefully selected and required students to make a
connection between varied biological concepts for them to answer the questions accurately. The students
were expected to exhibit considerable knowledge about the scientific method, theories of evolution,
significance of natural selection and cell theory, cells and their functions. The quantitative data collected
indicated learning to some extent as close to over 60% of the students assessed were able to accurately
answer questions directed to most if not all SLO’s assessed. Bio 140 is a non-majors biology class and most
students have minimal scientific background and above all very little interest in biology. Their driving force to
complete the semester is only to fulfill their degree requirement. The assessment results are encouraging and
every effort will be made to further increase overall student performance. Efforts would include periodic
meetings of the faculty teaching the course and discussing strategic assessment tools which not only
effectively measure student learning but also guide faculty to best address areas where students need the
most assistance and improvement.
(6) Any examples of student artifacts should be placed in Appendices.
Not applicable