Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)

Autor/inn/en	Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur
Titel	Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)
Quelle	In: CBE - Life Sciences Education, 15 (2016) 1, Artikel 5 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.15-06-0131
Schlagwörter	Foreign Countries; Measures (Individuals); Test Construction; Statistics; Abstract Reasoning; Biology; Scientific Concepts; Science Education; Undergraduate Students; Science Process Skills; Best Practices; Item Response Theory; Research Universities; Robustness (Statistics); Reliability; Validity; Goodness of Fit; Test Items; Item Analysis; Correlation; Student Evaluation; Diagnostic Tests; Formative Evaluation; Interviews; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Messdaten; Testaufbau; Statistik; Abstraktes Denken; Denken; Biologie; Naturwissenschaftliche Bildung; Item-Response-Theorie; Forschungseinrichtung; Widerstandsfähigkeit; Reliabilität; Gültigkeit; Test content; Testaufgabe; Itemanalyse; Korrelation; Schulnote; Studentische Bewertung; Diagnostic test; Diagnostischer Test; Interviewing; Interviewtechnik; Statistische Analyse; Kanada
Abstract	We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non-expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI's robustness and sensitivity in capturing useful data relating to the students' conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01