Biochemistry Post Assessment
I.
Methods of Scoring and Grading:
The post assessment for the Biochemistry unit was not taken for a grade it was only used to gather
information about student growth during the unit. The post assessment was also similarly aligned with
the pre assessment for the Biochemistry unit with only a few differences. Twenty two to the point
questions were given to the students after receiving instruction for the Biochemistry unit to assess the
growth of students before and after the unit. The questions are formatted around five essential main
concepts covered in the Biochemistry unit.
The main concepts covered in the unit are water properties, atomic structure, macromolecules,
DNA replication, and protein synthesis. In order to accurately answer the question students must have a
response similar to the answer key in order for the question to be considered right. If the student does not
accurately answer each question similar in detail to the key they will be counted wrong and considered
unable to accurately answer the question. If students answer “I don’t know” to any of the questions their
answer will be considered wrong. After each student’s post assessment was analyzed and graded a table
was made summarizing all student data. If the student could accurately answer the question according to
the key “yes” was indicated in the box for that question under the student’s number in the table. If the
student could not accurately answer the question according to the key “no” was indicated in the box for
that specific question under the student’s number in the data table. This was repeated for each student for
each question 1-22 on the Biochemistry post assessment. After each question was analyzed on the post
assessment the number correct out of 22 was recorded in the data table and a letter grade was assigned for
each student. The letter grade was not put in the grade book, but the letter grade was provided to indicate
at that point in time what grade the student would receive if they were to take the post assessment for a
grade that day. If a student answered 20 out of 22 or more the student would receive an A indicating at
least 90% of the questions answered are correct. If the student answered 18 or 19 out of 22 questions
answered correctly the student would receive a B indicating at least 80% of the questions were answered
correctly. If a student answered 16 or 17 out of the 22 questions correctly the student received a C
indicating the student answered at least 70% of the questions correct. If the student answered 14 or 15 out
of the 22 questions correctly the student received the letter D indicating the student only answered 60% of
the questions correctly. If the student answered 13 or less out of the 22 questions answered correctly the
student received an F indicating the student could answer 59% or less of the questions correctly.
A detailed key is provided. Under the key each question is provided along with the correct
answer. Student answers must be very similar the answers provided on the key in order for it to count as
correct.
1.How is water transported in this tree? Explain in terms that describe the characteristics of water.
Answer: Water is transported through the tree by using capillary action. The water binds to the
vessels of the tree through adhesion and the water is drawn up from the roots to the leaves. Student
must use terms adhesion and capillary action in their response.
2. How are the roots in the tree similar to the drinking straw in the cup to the right? Explain.
Answer: In drinking through a straw capillary action is used when water binds to the side of the
straw through adhesion much like a tree draws up water with its roots and transports it to their
leaves.
3.Is Kool-Aid and example a solution, a mixture, or a suspension?
Answer: A solution
4.How does this structure of water allow for bonding to other water molecules?
Answer: Polarity
5. What is this characteristic of water called?
Answer: Cohesion
For questions 6-9 name the following macromolecules in each picture and state why that macromolecule
is essential for living cells. Student must identify the macromolecule and state at least one of the
functions listed to be counted correct.
6.
7.
Answer: Carbohydrates
Answer: Protein
Function: Primary energy source,
Function: Enzymes, Support, Protein
Converted into ATP energy
8.
Answer: Nucleic Acid
Function: To carry genetic information
Channels, Cell Transport, Hormones
9.
Answer: Lipids
Function: Insulation, Makes up Cell
Membrane, Hormones
10. What are atoms?
Answer: The smallest unit of matter
11. What subatomic particles are atoms made up of?
Answer: Protons, electrons, neutrons
12. What subatomic particle is involved in bonding?
Answer: Electrons
13. How do covalent and ionic bonds differ from one another?
Answer: Covalent bonds are an equal transferring of electrons and are stronger
bonds than ionic bonds. Ionic bonds are weak bonds and are an unequal
transferring of electrons.
14. What is the building block of proteins?
Answer: Amino Acids
15. Name two functions of proteins?
Answers: Enzymes, protein channels, regulate cell processes, movement, support.
Student must have at least three functions listed for full credit.
16. Where are proteins created in a cell and on what organelle?
Answer: Ribosomes
17. Name the function of DNA and name the function of RNA.
Answer: The function of DNA is to carry the genetic information for an organism
while the function of RNA is to act as blue print for DNA.
18. DNA is made during the process called _____________________.
Answer: DNA replication
19. RNA is made during the process of__________________________.
Answer: Transcription
20. What are two reasons why RNA is important in protein synthesis?
tRNA carries the amino acids for protein synthesis, mRNA carries the genetic
information as a blue print of DNA because DNA cannot leave the nucleus, but
RNA can, or rRNA is the site of protein synthesis. Students must have two of these
answers to receive full credit.
21. ______________________is the process responsible for producing proteins.
Answer: Translation
22. How can temperature and pH affect enzymes? Explain your answer.
Answer: Temperature and pH affect enzyme activity because each enzyme has an
optimal environment. Temperature can speed up enzyme reactions, but if the
temperature is too warm it can denature an enzyme and it will lose its ability to
function. pH can also denature an enzyme if it is not at an optimal pH.
II. Post Assessment Results and Analysis
The data and results for the Biochemistry post assessment was recorded in an excel spreadsheet and
transferred to a data table. The data was organized to receive an accurate summary of each student’s
performance and knowledge on the post assessment. The data table does not include student’s names.
Each student has been assigned a number based on their position in the student roster according to their
name. The first student on the student roster is indentified as student 1. The student at the end of the roster
is identified as student 29. For each student race/ethnicity and gender is included. M represents male and
F represents female under the gender column. Males and females are a subgroup/cluster used for data
analysis. Question 1-20 is represented in the data table represented as Q1-Q20. Yes or No is recorded
under each question to indicate whether the student answered the question correctly or not based off the
post assessment key. Yes indicates the student answered the question correctly and No indicates the
student did not answer the question correctly. At the end rows of the table includes each students number
of questions answered correctly out of 22 along with the appropriate letter grade (A, B, C, D, or F). The
number of students answering correctly for each question is indicated at the bottom for questions 1-20.
The excel spreadsheet is too large to transfer to a word document, but is attached on the Biochemistry
web site.
The graphs and tables created include data summarizing the number of students receiving a letter
grade A, B, C, D, or F in the form of a graph, data summarizing differences in female and male
performance scores on post assessment, as well as a graph summarizing the number of students answering
each question 1-22 correctly, and a table summarizing the average overall performance on the post
assessment. See attached excel spreadsheet to see the summary for each individual student. All graphs
and data are based off the excel table.
Figure 1-1
Post Assessment Data
Mean
Mean Letter Grade
Median
Range
17.96
B (81.6%)
18
14-22
Figure 1-1 is a table summarizing the results from the Biochemistry post assessment. The table
covers the post assessment mean, mean letter grade, median and range. The results from the post
assessment were significantly higher than the pre assessment. The mean number of questions students
answered correctly out of 22 was 17.96 leading to a mean letter grade of a B. 81.6% of the questions on
average were answered correctly on the post assessment. The median was 18 indicating the number
separating the higher half of the sample from the lower half. The median is high indicating most students
performed well on the post assessment. The range was 14 to 22 indicating the lowest score on the post
assessment was 14 and the highest was 22 meaning there were students who answered all questions
correctly on the post assessment.
Figure 1-2
Number of Students Earning A's, B's, C's, D's, or F's on
the Biochemistry Post Assessment
14
12
10
Number of
Students Earning 8
Grade on Post
6
Assessment
4
2
0
A
B
C
D
F
Grade on Post Assessment
Figure 1-2 summarizes the number of students earning A’s, B’s, C’s, D’s, and F’s on the post
assessment. The data provides information on student performance. There were 6 students receiving an A
on the exam meaning 6 students could answer 90% or more of the questions correctly There were 8
students receiving a B on the post assessment meaning 8 students could answer 80% or more of the
questions correctly. There were 12 students receiving a C on the post assessment meaning 12 students
could answer 70% or more of the questions correctly. More students earned a C on the post assessment
than any other grade. There were 3 students receiving a D on the post assessment indicating three students
could only answer 60% or more of the questions on the post assessment. There were no students receiving
an F on the post assessment. The initial goal to reach in the post assessment was if the grade average on
the post assessment was 70% or more there was learning that occurred in during the Biochemistry unit.
Figure 1-3
Comparing Males and Females Answering Biochemistry Post
Assessment Questions Correct Out of 22
14
12
10
Number of
Students
8
answering
questions correct 6
out of 22
4
Males
Females
2
0
0 to 5
6 to 10
11 to 15
16 to 20
21 to 22
Number of Questions Correct Out of 22
Figure 1-3 is a graph summarizing the difference in performance between males and females on
the Biochemistry post assessment. The graph summarizes the number of questions correct out of 22 for
both males and females. Note there are more females than males in this class, so the data may be
somewhat skewed. There were no males or females answering 0 to 5 or 6 to 10 questions correct. There
was one male and two females in the 11 to 15 questions answered correctly range. There were nine males
and thirteen females answering 16 to 20 questions correctly. There were two males and two females
answering 21 to 22 questions correctly on the exam which mean the number of males and females
answering almost all questions correctly was the same. According to this graph females could answer
more questions correctly than males. The majority of both males and females fell in the 16 to 20 range
meaning most students could answer most questions correctly, but not all of them. The fact that most
students could not answer all questions correctly indicates some learning may have not taken place in the
Biochemistry unit.
The following graph, figure 1-3, is a graph summarizing the number of students answering each
question correctly on the post assessment and figure 1-4 is provided to shown the concepts covered in
each question on the post assessment to provide information on the concepts students understood and the
concepts students did not understand. Areas where most students performed well on indicate strength in
instruction and areas where students did not perform well indicate a weakness in instruction and the need
for improvement in that area.
Figure 1-3
Question Analysis: Number of Students Answering the
Questions Correctly on Biochemistry Post Assessment
30
25
20
Number of Students
Answering Question 15
Correctly
10
5
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22
Question Number
Figure 1-4 Summary of Concepts Covered in Biochemistry Post Assessment
Question
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Concept Covered in
Question
Water Properties
Water Properties
Water Properties
Water Properties
Macromolecules
Macromolecules
Macromolecules
Macromolecules
Macromolecules
Atomic Structure
Atomic Structure
Atomic Structure
Atomic Structure
Protein
Protein
Protein
DNA/RNA
DNA
RNA
Protein
Enzymes
Enzymes
Figure 1-3 indicates areas students performed well on the post assessment and areas that students
struggled with. There was not a question that all students answered correctly, but there were a few
questions most students could answer correctly. Questions 3, 4, 11, and 12 were questions most students
could answer correctly. 26 students could answer questions 3 and 4 correctly. Questions 3 and 4 cover
concepts on water properties. 27 students could answer questions 11 and 12 correctly meaning only two
students could not answer these questions correctly. Questions 11 and 12 covered questions on atomic
structure. These were concepts students understood very well in the unit. Students have received little
instruction about the properties of water before this Biology course indicating there was an effective form
of instruction and assessment during the Biochemistry unit while instructing about water. The reason
most students could answer question 11 and 12 correctly may be is because students already have
received prior knowledge on atomic structure in middle school life science, so students were able to make
connections with past instruction and practice the content.
Questions 6, 7, 8, and 9 were questions most students could not answer correctly on this post
assessment. These four questions cover the concept of macromolecules. 18 students answered question 6
correctly, 19 students answered question 7 correctly, 19 students answered question 8 correctly, and 18
students could answer question 9 correctly. In these questions students were to identify the four
macromolecules carbohydrates, nucleic acids, proteins, and fats. This was an area most students could not
answer on the post assessment. Most students could identify the macromolecules in these questions, but
could not state the function of the macromolecule. The fact most students could not state the function
indicates there may have been some neglect when covering these concepts. Either students were not able
to practice the content enough, students were not instructed properly, students were not assessed properly,
or these four questions were not worded in a way for students to be accurately assessed on
macromolecules.
All other questions received an average performance indicating most students understood these
concepts. These other questions revolved around water properties, DNA, RNA, proteins, and enzymes.
The fact that there were not more questions besides 3, 4, 11, and 12 that students could answer correctly
indicates there may not have been proper instruction suggesting there needs to be some modifications to
the instruction and assessments.