Pre-ASM Institute
Pre-ASM Example
Week
2
In-Class
(hours)
Lecture on G.E.
Clicker Q on
flow from DNA
to RNA to
Protein,
Lecture on
RNA splicing
Group sketch
1
Friday, Saturday, Sunday
Monday
Questions
on Content
Out-of-Class
1
(hours)
2
Read text and watch
videos on Gene Expression
(G.E.), RNA Splicing,
Genetic Code.
Tuesday
Chart genetic code.
Translation video.
Problem solve
decoding DNA to
RNA to Protein and
working back.
Wednesday
Paragraph
discussion on G.E.
Thursday
Pre-ASM Example
Grid
Learning
Objective
Learning
Outcomes
Students will be
able to…
Unknown
Understand the
information
pathway from
DNA to protein
and the
processes of
replication,
transcription,
and translation.
Goal: Unknown
Taxonomy
Level
Understand
Learning
Activities
1. Students
worked in
groups to
create a
graphical
flow of
gene
expression.
Formative Assessment
1. In-class small group process flow graphical with
instructor feedback.
Summative Assessment
1. Students answered an open ended essay
question asking them to describe the path
to functional protein production from DNA.
Make sure to include all structures,
locations, processes, and the order of
events.
2. Students answered an open ended essay question
asking them “You are a cell interested in making a
protein that is present on the plasma membrane.
Describe the path to functional protein production from
DNA. How does the protein make it to the plasma
membrane? Make sure to include all structures,
locations, processes, and the order of events.”
2. Students answered a multiple part short
answer question asking them to apply
knowledge and synthesize a multiple part
question similar to the other two above.
ASM Biology Scholars
Assessment Deliverable
Jacob Adler
Brescia University
Students are not Learning Gene Expression
Exam 1 Question:
Average 43.9% +/- 23.8%; with only 5 out of 23 receiving a C or higher.
Exam 1 Redo Question:
Average 46% +/- 24.8%; with only 5 out of 20 receiving a C or higher.
Final Exam Multiple Part Question:
Some students improved their scores (13 out of 23).
The mean for this question was 52.5% +/- 36.6%; with 9 out of 24 receiving a C or
higher.
No significant difference in scores throughout all assessments.
Receiving a C or higher acquiring an average (mean) of 96.7% +/- 13.1% and those
receiving a D or lower average (mean) of 26.0% +/- 5.6%.
Modified Example Week based
upon the Institute
ASM Institute Castle
2
In-Class
(hours)
Strip
Sequence
G.E.
Group
discussion of
Strip Seq.
Group sketch
1
Friday, Saturday, Sunday
Monday
Questions
on Content
Out-of-Class
1
(hours)
2
Read text and watch
videos on Gene Expression
(G.E.)
Tuesday
Re-examine infer
question from Wed.
as group. Present
group graphical
sketch. Give new
similar problem.
Wednesday
Questions on G.E.
flow, Infer about
a modification,
Indicate level of
comfort
Thursday
Goal: Critically examine the structures in cells and how molecular pathways
mold these structures for overall cellular function (Understand, Analyze)
Learning
Objective
Structure
the roles of
gene
expression
and
implement
these roles
in terms of
cellular
function.
(Apply,
Analyze)
Learning
Outcomes
Students will
be able to…
Integrate a
plan of
action in a
cell to make
a protein
which
applies a
new
function for
that cell.
Taxonomy
Level
Analyze
Learning Activities
Formative Assessment
1. Students read chapter on gene expression from the
textbook. Students watch videos on transcription and
translation.
1. Students individually answer questions over reading
material on gene expression due prior to class over
concepts from textbook and videos. One question should
include the central dogma. (Remember)
2. Students individually use a strip sequence of gene
expression steps and major components and organize the
steps and components. Students enter into small groups and
talk about their order of strips. Students in groups then create
a sketch of gene expression within a cell of their choosing.
2. Students get individual feedback from fellow students
on the flow of information. Students get group feedback
from instructor (rubric) on flow of information and
graphical sketches (Understand)
3. Exit Poll with (1) a question to see if students can
summarize the flow of information (Understand) and (2)
a question to see if students can infer what would
happen if a modification occurred at a certain part of the
process (Apply) and (3) a question demonstrating level of
comfort with the flow of information.
3. Students re-examine the application question from the Exit
Poll Assessment in small groups and come to a consensus on
their solution. Groups present graphical sketches of solution.
Receive new similar problem from instructor with application
of a new function to a cell.
4. Students get group feedback on their graphical
sketches from instructor (rubric) on their information
flow and manipulation. (Apply)
ASM Institute Product
Assessment #1 Example Questions:
1. The template in transcription is: (remember)
a. a primer.
b. an enzyme.
c. a strand of DNA.
d. a strand of RNA.
e. ribonucleoside triphosphates.
2. Which of the following processes would be first to occur in the process of gene expression?
(remember)
a. transcription
b. translation
c. replication
d. protein folding
e. RNA splicing
Assessment #2 Example Question
Activity: Students individually use a strip sequence of gene expression
steps and major components and organize the steps and components.
Students enter into small groups and talk about their order of strips.
Students in groups then create a sketch of gene expression within a cell
of their choosing.
Three-Level Rubric Framework
Assessment #2 TASK DESCRIPTION: Students will illustrate the proper order of gene expression events in a cell.
DIMENSIONS
WEIGHT
EXEMPLARY
Cell Organelle and Part 15%
Students provide all
Locations
accurate locations of cell
organelles and parts that
are involved in these
processes.
Order of Processes
Students provide all
35%
accurate order of
processes.
Location of Accessory 25%
Students provide all
Proteins and
accurate locations of
Structures involved in
major accessory proteins
the Process
and structures.
Function of Structures 25%
Students demonstrate
correct function of all
structures in the
pathways.
COMPETENT
Students provide most
accurate locations of cell
organelles and parts that
are involved
BEGINNING
Students provide few
accurate locations of cell
organelles and parts that
are involved.
Students provide most
accurate order of
processes.
Students provide most
accurate locations of
major accessory proteins
and structures.
Students demonstrate
some correct function of
structures in the
pathways.
Students provide few
accurate order of
processes.
Students provide few
accurate locations of
major accessory proteins
and structures.
Students demonstrate
few correct function of
structures in the
pathways.
Assessment #3 Example Questions:
1. Describe the role of RNA Polymerase in terms of Gene Expression? (understand)
2. What would happen if the active tRNA were not function properly? Describe how the system of
gene expression will be modified? (apply)
3. Indicate your level of comfort in understanding the flow of information during the process of gene
expression.
5 – Very comfortable.
4 – Somewhat comfortable.
3 – Neither comfortable nor uncomfortable.
2 – Somewhat uncomfortable.
1 – Uncomfortable.
4. Based upon your answer above, what part of gene expression are you having the most trouble
with implementing?
Assessment 4 Example Question:
Once a protein is made it has a function in the cell. One protein, called
YAP, functions in the nucleus to promote growth of a cell. However, YAP
protein relies on gene expression in order to be made to help promote
cell growth. Demonstrate in a graphical sketch what would happen to
the gene expression of YAP and consequently cell growth if RNA
Polymerase was activated at the transcription start site for the YAP
gene. (apply)
Final Three-Level Rubric Framework
Assessment #4 TASK DESCRIPTION: Students will illustrate the proper order of gene expression events in a cell and the function.
DIMENSIONS
WEIGHT
EXEMPLARY
Cell Organelle and Part 15%
Students provide all
Locations
accurate locations of cell
organelles and parts that
are involved in these
processes.
Order of Processes
Students provide all
35%
accurate order of
processes.
Location of Accessory 25%
Students provide all
Proteins and
accurate locations of
Structures involved in
major accessory proteins
the Process
and structures.
Function of Structures 25%
Students demonstrate
correct function of all
structures in the
pathways.
COMPETENT
Students provide most
accurate locations of cell
organelles and parts that
are involved
BEGINNING
Students provide few
accurate locations of cell
organelles and parts that
are involved.
Students provide most
accurate order of
processes.
Students provide most
accurate locations of
major accessory proteins
and structures.
Students demonstrate
some correct function of
structures in the
pathways.
Students provide few
accurate order of
processes.
Students provide few
accurate locations of
major accessory proteins
and structures.
Students demonstrate
few correct function of
structures in the
pathways.