Three-dimensional framework adapted for undergraduate-level biology.

Three-dimensional framework adapted for undergraduate-level biology.

<p>Three-dimensional framework adapted from the Three-Dimensional Learning Assessment Protocol (3D-LAP) [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0312252#pone.0312252.ref021" target="_blank">21</a>]. See the Methods for additional de...

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التفاصيل البيبلوغرافية
المؤلف الرئيسي:	Crystal Uminski (19928993) (author)
مؤلفون آخرون:	Brian A. Couch (10177733) (author)
منشور في:	2024
الموضوعات:	Ecology Science Policy Biological Sciences not elsewhere classified professional development programs professional development opportunities identifying factors associated develop deeper insights sample fully aligned least partially aligned science education encapsulates making scientific practices dimensional items suggesting instructors likely need scientific practices mostly aligned dimensional items dimensional framework dimensional assessment dimensional alignment support instructors subsequent analysis significant time response format response assessments putative challenges propose ways prior research previously identified necessarily change national calls limiting dimension items using instructors build instructor implementation exam items engaging students crosscutting concepts communities might biology instructors better understand
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مواد مشابهة

Conceptual framework of the levels of the undergraduate biology education that can influence three-dimensional assessment.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Example item coded for alignment to the three-dimensional framework.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Extent to which different item types target three-dimensional learning.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Instructor alignment of biology exams to 3D-LAP criteria for scientific practices.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Alignment of biology exam items to 3D-LAP criteria for scientific practices.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Percent of three-dimensional exam points based on instructors’ use of Bloom’s Taxonomy, institution type, and use of constructed-response items.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Analysis of deviance (Type-II Wald test) for a generalized linear mixed model with binomial logit link predicting whether an item was likely to be three-dimensionally aligned.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Descriptions of factors potentially related to course exam design.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

De-identified data.
حسب: Crystal Uminski (19928993)
منشور في: (2024)

Categorization of the representations of DNA in molecular biology exams based on their alignment to the scale and abstraction axes of the DNA Landscape.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

Linear regression model predicting the Bloom’s Taxonomy level of items based on alignment to “Developing and Using Models”.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

Box-and-whisker plots of the Bloom’s Taxonomy levels of items at each degree of alignment to the scientific practice “Developing and Using Models”.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

Proportion of cognitive skills assessed by items that did not and did contain visual models.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

Relationship between self-reported frequency of teaching using models and the percent of exam points that contain a visual model.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

Alignment of cell/molecular exam items to the scientific practice “Developing and Using Models”.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

Operationalized 3D-LAP coding scheme for the scientific practice “Developing and Using Models”.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

De-identified data.
حسب: Crystal Uminski (19928993)
منشور في: (2025)

Coding rubric for potential benefits of revealing depression or anxiety to all undergraduates.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Potential benefits from open-ended responses from instructors who do not reveal their depression or anxiety to all undergraduates (i.e., reveal to some or none of their undergraduates) and example quotes.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Frequency of selecting each reason to conceal depression or anxiety from undergraduates, disaggregated by whether the participant perceived student benefits from disclosure.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Percent of instructors who do not reveal their depression or anxiety to all students who perceive that revealing depression or anxiety could benefit students.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Frequency instructors selected each reason to conceal depression (orange; n = 432) or anxiety (blue; n = 543).
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Frequency instructors who reveal to all students who selected each reason to reveal depression (orange; n = 25) or anxiety (blue; n = 47).
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Fig 2 -
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Fig 1 -
حسب: Carly A. Busch (12709656)
منشور في: (2024)

De-identified data for use in analyses.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Regression results for why instructors conceal depression or anxiety by demographic characteristics.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Regression results for revealing depression or anxiety by course characteristics.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Regression results for revealing depression or anxiety by demographic characteristics.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Regression results for reporting depression or anxiety.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Participant demographic breakdown.
حسب: Carly A. Busch (12709656)
منشور في: (2024)

Data Sheet 1_Investigating dimensions of instructor trust using the words of undergraduate STEM students.docx
حسب: Kathy Zhang (9086544)
منشور في: (2025)

Dataset for a Mixed-Methods Study on Indonesian Vocational High School Teachers’ Beliefs and Practices in Integrating 4Cs Skills
حسب: Marini Budiarti (11391560)
منشور في: (2025)

SauLTC sentence and type/token statistics.
حسب: Maha Al-Harthi (19935392)
منشور في: (2024)

Summation of the average number of nouns and verbs.
حسب: Maha Al-Harthi (19935392)
منشور في: (2024)

Parts-of-speech averages across the SauLTC corpus.
حسب: Maha Al-Harthi (19935392)
منشور في: (2024)

Stanford tagger and MADAMIRA Arabic parts-of-speech (POS) tagsets with SauLTC general mapped tags.
حسب: Maha Al-Harthi (19935392)
منشور في: (2024)

SauLTC genres.
حسب: Maha Al-Harthi (19935392)
منشور في: (2024)

Changes in parts-of-speech averages across the SauLTC.
حسب: Maha Al-Harthi (19935392)
منشور في: (2024)

SauLTC application search results.
حسب: Maha Al-Harthi (19935392)
منشور في: (2024)

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