Segarra Verónica A, Hughes Nicole M, Ackerman Kristin M, Grider Michael H, Lyda Todd, Vigueira Patrick A
Department of Biology, High Point University, One University Parkway, High Point, NC, 27268, USA.
BMC Res Notes. 2018 Jul 3;11(1):422. doi: 10.1186/s13104-018-3545-9.
Response-validated multiple-choice assessments are used in college courses to assess student learning gains. The ability of a test to accurately reflect student learning gains is highly dependent on the students' effort. Within our institution, lackluster student effort is common on response-validated multiple-choice concept assessments that are not included as a portion of the semester grade but are used to inform curricular changes. Thus, we set out to determine whether increasing testing stakes by assigning a grade on student performance had an effect on student score and self-reported effort. The Test of Scientific Literacy Skills (TOSLS) is a response-validated multiple-choice assessment used to measure scientific literacy in undergraduates. We administered the TOSLS to students enrolled in a general education Biology course, both during the first 2 weeks (pretest) and the last 2 weeks (posttest) of the course.
Self-reported effort and TOSLS performance were significantly correlated in the ungraded cohort. This relationship did not exist in the graded sections. Our data indicate that assigning a low-stakes grade has no significant effect on mean student performance or self-reported effort on the TOSLS within our general education course.
在大学课程中，经过反应验证的多项选择题评估用于评估学生的学习收获。一项测试准确反映学生学习收获的能力高度依赖于学生的努力程度。在我们学校，对于那些不纳入学期成绩但用于为课程改革提供参考的、经过反应验证的多项选择题概念评估，学生的努力程度普遍不高。因此，我们着手确定通过对学生成绩打分来提高测试的重要性是否会对学生的分数和自我报告的努力程度产生影响。科学素养技能测试（TOSLS）是一项经过反应验证的多项选择题评估，用于测量本科生的科学素养。我们在课程的前两周（预测试）和最后两周（后测试）对参加普通教育生物学课程的学生进行了TOSLS测试。
在未打分的群体中，自我报告的努力程度与TOSLS成绩显著相关。在打分的部分中不存在这种关系。我们的数据表明，在我们的普通教育课程中，给予一个低重要性的分数对学生在TOSLS上的平均成绩或自我报告的努力程度没有显著影响。
