Bloom's Taxonomy Levels Research Articles

Comparing the Performance of ChatGPT-4 and Medical Students on MCQs at Varied Levels of Bloom's Taxonomy.

This research investigated the capabilities of ChatGPT-4 compared to medical students in answering MCQs using the revised Bloom's Taxonomy as a benchmark. A cross-sectional study was conducted at The University of the West Indies, Barbados. ChatGPT-4 and medical students were assessed on MCQs from various medical courses using computer-based testing. The study included 304 MCQs. Students demonstrated good knowledge, with 78% correctly answering at least 90% of the questions. However, ChatGPT-4 achieved a higher overall score (73.7%) compared to students (66.7%). Course type significantly affected ChatGPT-4's performance, but revised Bloom's Taxonomy levels did not. A detailed association check between program levels and Bloom's taxonomy levels for correct answers by ChatGPT-4 showed a highly significant correlation (p<0.001), reflecting a concentration of "remember-level" questions in preclinical and "evaluate-level" questions in clinical courses. The study highlights ChatGPT-4's proficiency in standardized tests but indicates limitations in clinical reasoning and practical skills. This performance discrepancy suggests that the effectiveness of artificial intelligence (AI) varies based on course content. While ChatGPT-4 shows promise as an educational tool, its role should be supplementary, with strategic integration into medical education to leverage its strengths and address limitations. Further research is needed to explore AI's impact on medical education and student performance across educational levels and courses.

Exploring the Impact of Game-Based Learning and Creative Active-Learning Activities on Student Engagement and Academic Performance: A Case Study in the basic sciences for Pharmacy Education

Game-based learning is a well-established educational concept that has been rejuvenated through digital technology. Game-based learning leverages the interactive nature of games to promote active knowledge acquisition in students. The effectiveness of game-based learning centers on two key components: competition and engagement. This theory is rooted in the belief that engagement occurs when students actively perform tasks within a stimulating game environment, fostering active learning. Modern digital games seamlessly integrate educational content with gameplay, facilitating the transfer of information from short-term to long-term memory. Game-based learning is applicable across various educational settings, including higher education in the health professions. In higher education, digital games stimulate active engagement, supporting the development of problem-solving skills and collaboration in academic environments. Furthermore, game-based learning instills a valuable lesson in students — the ability to learn from mistakes and failures while completing the assignment. Game-based learning provides a safe space for students to learn, offering scaffolding through simulations, preparing them for course performance. Some of the most popular educational games are those that allow educators to create questions with answers, enabling students to compete for points. Most of these games can be specifically tailored for the current content, are accessible online, and multiple groups can participate simultaneously. In this study, we developed several web-based games for multiple student cohorts, incorporating them into class activities and making them available as solo-play options within the Learning Management System (LMS) as SCORM packages. In specific courses such as biochemistry and physiology, students were invited to engage in free online games developed by the instructor, employing various free platforms. The games were optional, and participation was not tied to grading. These games featured questions designed at a Bloom's Taxonomy level comparable to the summative assessments in the course. The games fostered a competitive, enjoyable atmosphere that was well-received by students. These game questions served as additional checkpoints for revisiting key concepts and essential details from the class sessions. Importantly, as these questions were not associated with grading, it ensured a stress-free learning experience. As assessment resources, students were able to access the games through the LMS, reviewing questions and playing them repeatedly to learn from their errors and reinforce their understanding. This approach allowed students to engage in self-assessment while feeling that they were studying, even outside the classroom. To investigate whether student engagement with games correlates with improved academic performance, we tracked access to the games in the LMS during the semester. We recorded the number of times each student accessed the games and correlated this data with their course grade. In addition, we distributed an end-of-semester survey to gather students' perceptions regarding the utility of game-based learning in their learning process. The feedback from students was overwhelmingly positive, highlighting the significant benefits of game-based learning in their learning journey. However, our analysis revealed that there was no statistically significant correlation between student engagement with the games and their course grade. In conclusion, our study demonstrates that the integration of game-based learning activities into the classroom environment enhances student engagement, promotes active learning, and receives strong positive feedback from students. While game-based learning offers a valuable tool for reinforcing key concepts and providing a stress-free environment for self-assessment, our findings do not suggest a direct correlation between student engagement with game-based learning and improved course grades. This intriguing result underscores the complex relationship between student engagement and academic performance, suggesting that other factors play a pivotal role in determining student outcomes in higher education. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Assessment of the Effectiveness of Team-based Learning Activities on Learning Outcomes in the Undergraduate Immunology Classroom.

Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines, including molecular biology, cellular biology, genetics, and biochemistry. Furthermore, immunology is conceptually complex, requiring the identification of a plethora of immune components and mastery of a large volume of new vocabulary. These attributes can pose challenges to student learning in the undergraduate immunology classroom. Team-based learning (TBL) is a pedagogical method used to increase student engagement in learning, improve student collaboration, and develop communication skills. In a variety of educational settings, TBL activities have been shown to foster a deeper understanding of complex topics, increase student confidence in course content, and improve learning outcomes. In this study, we examined differences in the impact of traditional lecture versus TBL activities on student learning outcomes for four different topics presented in an undergraduate adaptive immunity course composed largely of academically high-performing students. We matched content across two student cohorts, delivered via team-based learning methodology (T cell development and Ab-mediated functions) and traditional lecture (B cell development and T cell effector functions). Student learning was assessed using content questions across a range of Bloom's taxonomy levels, which demonstrated that the TBL activities did not improve examination performance over lecture-based learning in this course. However, students found this learning tool to be valuable, indicating that the TBL activities assisted with preparation for examinations and provided a necessary opportunity to address misconceptions.

ORTAOKUL FEN BİLİMLERİ DERSİ ÖĞRETİM PROGRAMI (2018) KAZANIMLARININ MÜHENDİSLİK VE TASARIM BECERİLERİ AÇISINDAN İNCELENMESİ

Bu çalışma, ortaokul fen bilimleri dersi öğretim programı (2018) kazanımlarının, Bloom taksonomisi kategori ve düzeyleri ile mühendislik ve tasarım becerileri açısından incelenmesini amaçlamaktadır. Araştırmada içerik analizi yöntemi kullanılmıştır. Verilerin toplanmasında doküman incelemesi yöntemi kullanılmıştır. Bu kapsamda ortaokul 5-8. sınıf Fen Bilimleri dersi öğretim programında yer alan 245 öğrenme kazanımı analiz kapsamına alınmıştır. Araştırmada kazanımların mühendislik ve tasarım becerilerine hizmet etme durumu araştırmacılar tarafından geliştirilen “Mühendislik ve Tasarım Becerileri Rubriği” ile belirlenmiştir. Verilerin analizi, tümdengelimsel içerik analizi yaklaşımı ile gerçekleştirilmiştir. Araştırmada, kazanımların neredeyse tamamının bilişsel alan üzerine yoğunlaştığı belirlenmiş, bununla birlikte her bir sınıf düzeyinde yer alan öğrenme kazanımlarının çoğunluğunun alt düzey kazanımlardan oluştuğu tespit edilmiştir. Araştırmada ulaşılan diğer önemli bir sonuç, 5-8. sınıf düzeyindeki öğrenme kazanımları arasında mühendislik ve tasarım becerilerinin kazandırılmasına hizmet eden kazanım sayısının yok denecek kadar az olmasıdır. Bu az sayıdaki kazanımların çoğunluğu yaratma düzeyinde olup, ilgili becerinin kazandırılmasına hizmet etme düzeyi oldukça düşüktür.

An evaluation of smart learning approach using bloom taxonomy based neuro-fuzzy system

The World Health Organization has stated Covid-19 as a pandemic that has posture a current hazard to humanity. Covid-19 pandemic has magnificently forced global shutdown of several events, including educational activities. This has caused in tremendous crisis-response immigration of educational institutes with online smart learning helping as the educational platform. Smart learning targets at providing universal learning to students consuming modern technology to completely prepare them for a fast-changing world everywhere. In this research paper an evaluation system has been developed that is based on bloom taxonomy. A Neuro-fuzzy system for the training and testing of the data for smart and traditional learning outcomes has been applied on collected data. For this research work, we have selected students of the computing discipline and focus on core-computing subjects. The findings of this research work shows the importance of smart learning and its positive impact on student learning outcomes. The evaluation criteria are based on revised bloom taxonomy levels, such that all six levels have been covered. The students’ performance are very much encouraging when compared with ground truth values and reported 91.2% overall accuracy of proposed model on collected samples.

Effective situation-based delirium simulation training using flipped classroom approach to improve interprofessional collaborative practice competency: a mixed-methods study

BackgroundInterprofessional collaborative practice competency (ICPC) is key to providing safe, high-quality, accessible, patient-centred care. Effective delirium management, particularly, requires a multi-component intervention, including the use of interprofessional teams at care point. This research aims to investigate the effectiveness of the flipped classroom approach for improving ICPC in simulation-based delirium case management.MethodAn embedded mixed-methods study was designed to investigate the effects of the flipped classroom approach on health professionals’ performance in delirium management. The study population comprised nine health professionals (three physicians, nurses, and pharmacists each). They used pre-class study materials about delirium management via a digital learning platform before a simulation case training session. A readiness assurance process test was conducted on key concepts, covered in the pre-class study material. Participants were randomly assigned to three teams, each of which included health professionals. Each team participated in a simulation case scenario. For the quantitative outcome measures, the Chiba Interprofessional Competency Scale (CICS29), a validated scale for measuring competencies of interprofessional practice, was used before, after, and three months after the educational intervention. The qualitative component consisted of a post-training questionnaire and semi-structured focused group interviews about the impact of the flipped classroom approach.ResultThe CICS29 measured after the intervention and three months after was noted to be significantly higher than before the intervention. Three semi-structured focused group interviews were conducted (n=9), which, upon analysis revealed that the flipped classroom approach effected on four stages of Bloom's taxonomy level. A total of nine categories and 17 subcategories were identified corresponding to four levels of the revised Bloom’s taxonomy: remember (1), understand (12), apply (23), and analyse (3).ConclusionThe simulation-based skill training using flipped classroom approach can be an effective method for improving ICPC for health professionals. In this approach, an elevated level of cognitive activity is practiced in the Bloom’s taxonomy, and the participants worked on an application-based case simulation that promoted higher level learning and engagement in interprofessional collaborative practice. This approach also established a basic common language of delirium assessment and management, thus facilitating communication among health professionals and improving ICPC.

Identifying Student Misconceptions in Biomolecular Visualization in the Context of the BioMolViz Framework

BioMolViz is a community dedicated to improving visual literacy instruction in biology, chemistry, and biochemistry classrooms. To help instructors approach biomolecular visualization instruction, visual literacy concepts are catalogued through the BioMolViz Framework, which presents overarching themes that are subdivided into learning objectives and goals. A main focus of our project is the creation of open‐access assessments associated with each of the Framework learning goals. Through nationwide workshops held over the past four years, faculty teams wrote and revised assessments to probe students’ visual literacy utilizing the BioMolViz Framework. As part of a pre‐workshop activity, we asked faculty to identify student misconceptions in visualization that they observed in their teaching. These were collected, mapped to the framework, and coded for Bloom's taxonomy level. Frequently mentioned misconceptions of broad relevance to biomolecular visualization skills were mapped to the BioMolViz Framework and formatted into a biomolecular visualization literacy misconception survey. We present the process of survey development and invite educators from any higher education institution to contribute to understanding the prevalence of these misconceptions among student populations by participating in our survey. We hope the survey data will allow the community to develop better pedagogical approaches to biomolecular visualization through awareness of student misunderstandings. Our collective contributions can help our students overcome the most common challenges in biomolecular visualization while improving abilities in this foundational skill set.

ANALISIS KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA PADA MATERI BILANGAN BULAT

The purpose of this study was to determine the high order thinking skills of class VII.1 SMPN 4 Pariaman students on integer material. This research is a qualitative descriptive study. The research subjects consisted of 6 grade VII.1 students consisting of 2 high-ability, 2 moderate and 2 low-level students based on the value of assignments and daily tests of integer material and considerations of the mathematics teacher. Data analysis was in the form of analysis of students' test abilities, analysis ability in aspects of knowledge according to Bloom Taxonomy and interview analysis. The data validity test was done by using triangulation technique. The results of the test research show that the Bloom Taxonomic percentage of the increase with the average Bloom Taxonomy level of C4, C5, and C6 is 87.21%, 70.27%, 57.91%, respectively. This is the ability students have in solving problems that require higher-order thinking skills.

Physician Assistant Teaching Effectiveness Through Incorporation of Active Learning and Interdisciplinary Pharmacy Students.

This study evaluated exam performance and course evaluation in a physician assistant (PA) interdisciplinary active learning (IAL)-incorporated program facilitated by a pharmacist and pharmacy student. Two PA cohorts (n = 38 each) were compared using IAL versus minimal active learning (MAL). Course evaluation surveys of instruction were assessed for 2 pharmacology courses. Both cohorts were assessed for differences in exam scores and performance on higher analytical exam questions. The IAL cohort achieved higher course evaluation scores compared to the MAL cohort (p < .05). The students' positive comments demonstrated their desire for more IAL. No significant difference was seen in overall exam scores in either cohort or course (p < .45). IAL in neurology demonstrated significant improvement in exam performance on moderate Bloom's taxonomy-level questions (p = .008). IAL may enable health professionals to provide more collaborative care. The students preferred IAL and demonstrated improved performance on comprehension and application exam questions.

The Intelligent Based Jigsaw Model (JBCC) as an Effort to Increase Study Motivation, HOTS, and Basic Student Learning Outcomes

This research is research and development education or Research and Development (R&amp;D). The study was conducted in SD Palu Selatan District with a limited sample test conducted in class V at SDN 1 Tatura. The area test was carried out at four elementary schools in South Palu District. Based on the results of the study, it can be concluded that: (1) the design of the JBCC procedure as an effort to increase learning motivation, HOTS, and student learning outcomes, is carried out procedurally through development syntax: origin group discussion - expert group discussion - back to the homegroup - quiz game - assessment. Instruments that are declared valid and suitable for use consist of JBCC diagram and matrix design, teacher and student questionnaires/interviews, lesson plans, teacher and student activity observation sheets, learning motivation, HOTS FRISCO and Bloom's Taxonomy. (2) teachers' perceptions of JBCC on average 89.14% with a very high response category and students agreed with an average score of 4.27, and the response presentation reached 85.39% (very high); (3) significant differences between the control class and the experimental class in the limited test, namely: students' learning motivation; In the little difficulty, the difference in the scores of classical learning motivation between the control class and the experimental study is 0.21, and the percentage is 4.21%. The difference in HOTS assessment results is an average of 0.46 and a rate of 9.20%. Learning ability based on Bloom's Taxonomy level is 0.13 on average and 3.03%. Significant differences between the control class and the experimental class in the comprehensive test (five sample schools): learning motivation averaged 0.93, and 1.8% HOTS averaged 0.32 and 6.12% the Bloom Taxonomy level is an average of 0.15 and a percentage difference of 2.89%. From the research results, it can be concluded that the JBCC development model can be used as an effort to increase learning motivation, HOTS, and student learning outcomes.

An academic–practice partnership during COVID‐19 pandemic: Transitioning from a clinical to virtual fellowship

AimsDiscuss the needed modifications that occurred to the academic–practice oncology partnership during the COVID‐19 pandemic.BackgroundTo meet the workforce needs of nurses who care for adults with cancer, an academic–practice partnership was created in 2016. The University of North Carolina at Chapel Hill School of Nursing, North Carolina Cancer Hospital and UNC Lineberger Comprehensive Cancer Center collaborated to provide structured clinical and didactic practice experiences for undergraduate nursing students interested in oncology nursing. With COVID‐19, nursing students were not permitted to be in the clinical setting.DesignDiscursive paper.MethodAn innovative and collaborative partnership created reflective and interactive activities. The majority of the learning activities were created at the revised Bloom's taxonomy level of application or higher, with some encompassing multiple levels. Students engaged in a variety of meaningful experiences requiring multiple learning processes that promoted professional development in the interpersonal and critical thinking domains.ConclusionsDespite the challenges of COVID‐19, the delivery of oncology nurse fellowship was successful because of innovative virtual strategies.Relevance to Clinical PracticeOur academic–practice partnership allowed the nursing students to develop their interpersonal and critical thinking skills without entering the clinical site. This is an approach encouraged by the authors for other schools of nursing.This manuscript is submitted as a Special Issue Discursive Article, and thus, the authors declare that an EQUATOR Checklist has not been used.

Assessment Question Characteristics Predict Medical Student Performance in General Pathology.

Evaluation of medical curricula includes appraisal of student assessments in order to encourage deeper learning approaches. General pathology is our institution's 4-week, first-year course covering universal disease concepts (inflammation, neoplasia, etc). To compare types of assessment questions and determine which characteristics may predict student scores, degree of difficulty, and item discrimination. Item-level analysis was employed to categorize questions along the following variables: type (multiple choice question or matching answer), presence of clinical vignette (if so, whether simple or complex), presence of specimen image, information depth (simple recall or interpretation), knowledge density (first or second order), Bloom taxonomy level (1-3), and, for the final, subject familiarity (repeated concept and, if so, whether verbatim). Assessments comprised 3 quizzes and 1 final exam (total 125 questions), scored during a 3-year period, (total 417 students) for a total 52 125 graded attempts. Overall, 44 890 attempts (86.1%) were correct. In multivariate analysis, question type emerged as the most significant predictor of student performance, degree of difficulty, and item discrimination, with multiple choice questions being significantly associated with lower mean scores (P = .004) and higher degree of difficulty (P = .02), but also, paradoxically, poorer discrimination (P = .002). The presence of a specimen image was significantly associated with better discrimination (P = .04), and questions requiring data interpretation (versus simple recall) were significantly associated with lower mean scores (P = .003) and a higher degree of difficulty (P = .046). Assessments in medical education should comprise combinations of questions with various characteristics in order to encourage better student performance, but also obtain optimal degrees of difficulty and levels of item discrimination.

RE-THINKING BLOOM'S TAXONOMY BY INTEGRATING DIGITAL SIMULATION IN

Despite the significant developments in adapting Bloom's taxonomy in architectural design studio in the last few years, in addition to the advancements in applying digital media in the education process, there is still no integrated framework that combines all threads together. The learning objectives of advanced design studio include pragmatic thinking through testing new hypotheses, evaluating and applying different parameters, and identifying appropriate decisions. These are only achieved once barriers between design studio and building sciences considerations are overcome by addressing the process of simulation across the domains and levels of the revised Bloom's taxonomy. The Design Studio and building sciences have traditionally been viewed as independent disciplines due to the lack of an integrated framework to connect them. This formulates a sound basis on which to explore the utilization of revised Bloom's taxonomy levels, adapted through the use of the process of digital simulation in design studio as a decision-supporting tool. This paper aims to design a path for the integrating building performance simulation through upgrading the framework of Bloom's taxonomy. To achieve this, the paper adopts qualitative exploratory approach of integrating building simulation software and its application in an Environmental design studio. The importance of the proposed framework is determined through measuring the attainment attributes. The results show that using this methodology in the design studio highlights the gaps in the learning process that students are facing in conventional architectural education.

Is the Bloom taxonomy level of student‐generated exam‐style questions predictive of exam performance?

Bloom’s taxonomy provides a learning framework distinguishing low cognitive level recall and understanding from more advanced levels of application and analysis. As undergraduate level instructors, we push students to advance in cognition as they progress though a bachelor’s degree. Rote memorization and savvy test taking strategies allow many students to be successful through the first semesters of college. However, advanced learning practice must be developed to facilitate student success. Though instructors make many study strategy suggestions based on empirical evidence, many students end up “figuring it out for themselves”. Student study strategies, such as completing instructor‐provided practice questions and making/using flashcards may enhance performance, but fail to engage students in identifying what the most important concepts are and how those concepts might be tested. To encourage students to actively participate in the learning process, Genetics (BIO306) and Cell Biology (BIO315) students were asked to write question related to the lecture material several times throughout the semester. BIO306 and BIO315 instructors score student‐written questions based on Bloom’s taxonomy, with the hypothesis that students who write higher cognitive level questions will perform better on exams. End of semester course evaluations assess the students’ perception of the question writing as a study technique. Unexpectedly, the cognitive level of student‐submitted questions did not correlate with exam scores. In the next phase of the project, BIO315 and BIO306 instructors will provide students with some information about Bloom’s taxonomy and levels of cognition prior to students’ submission of questions. It is hypothesized that this intervention will encourage students to submit higher cognitive level questions in an effort to improve study skill and exam performance. This self‐quizzing strategy is being developed for 300‐level biology courses, but the results have the potential to apply to many other disciplines at other levels of education.Support or Funding InformationUniversity of Wisconsin ‐ LaCrosse Faculty Development Scholarship of Teaching and Learning (SoTL) grant 2019

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

AbstractThe study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

Assessing Self‐assessment in Anatomy

IntroductionFormative self‐assessments are frequently utilized in anatomy courses to gauge learning. Self‐assessment tools have been demonstrated to improve student learning and performance on exams. However, few studies have assessed how specific elements, such as the inclusion of visual components, Bloom's taxonomy level, and the degree of topic integration, influence the efficacy of self‐assessments in an anatomy course.AimThis study retrospectively examined the relationships between self‐assessment construction characteristics, exam construction characteristics, and student exam performance. Specifically, 1) What elements of exam question construction correlated with performance? and 2) What elements of self‐assessment questions correlated with performance on corresponding exam questions?MethodsSelf‐assessment and exam questions administered during the Clinical Anatomy Block at the University of Arizona College of Medicine ‐ Phoenix from 2014–2018 for the Thorax and Abdomen and Pelvis and Lower Extremity units were examined. Self‐assessment questions were distributed to students via email, while exams took place in the anatomy laboratory, with a majority of questions incorporating structures on the donors, images, or anatomical models. For all questions, the constituent learning objectives, use of visual components, Bloom's taxonomy level, and degree of topic integration were noted. Exam performance data were collected for each class as the percentage correct for each question. These variables were entered into linear multiple regression models to assess their relationship to student performance for individual learning objectives. Because no individually identifiable data were utilized in this study, IRB approval was waived by the University of Arizona Office of Research, Discovery &amp; Innovation (Protocol #: 1810045386).ResultsRegression analysis indicates that having visual components in exam questions is negatively associated with performance (t = −5.53, p &lt;0.00). Conversely, a higher average Bloom's level for targeted learning objectives in self‐assessments (t = 2.02, p = 0.04), and a greater number of image‐based questions (t = 2.33, p = 0.02) are positively correlated with performance on corresponding exam questions.ConclusionsThese findings provide evidence that elements of self‐assessment construction, such as a visual component and a higher cognitive level, influence student exam performance when the exam format also incorporates these elements.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The Implementation and Outcomes of a Novel Exam Analysis Tool in an Introductory Anatomy and Physiology Course

Anatomy and Physiology (A&P) is a foundational course series for most health professions. Students taking A&P commonly struggle to attain the grades necessary to continue in their plan of study. Strategies to retain students in these courses vary. Research examining the frequency, structure, and outcomes of reviewing examination results with students is limited. Allowing a student to view results of an exam may or may not benefit the student on future exams without careful consideration of exam preparation strategies and how students approached the examination questions. The purpose of this investigation is to describe the findings of a novel exam analysis tool in an introductory Anatomy and Physiology course, and determine if the completion of a midterm exam analysis appointment inmproves performance on the final exam. The Drexel University Institutional Review Board approved this retrospective study in March 2018, IRB Protocol number 801006007. There are two exams in the Anatomy and Physiology I course, a midterm and a final, each worth 30% of the final grade. Immediately after the midterm examination concluded, all 248 students in the Anatomy and Physiology I course were invited via email to sign up for 30-minute exam review appointments with the instructor. Appointments were conducted in small groups of 1–3 students. Each student completed an exam analysis form created by the instructor. For each question missed, the student was asked to identify the content/topic area and the reason they felt they answered the question incorrectly from dropdown lists of options. Students were provided with the Bloom's Taxonomy level for each question. On each completed analysis, the instructor and student identified the three most common reasons exam questions were missed, the proportion of Bloom's level questions (1, 2 or 3+) that they missed, and the top three content areas in which they missed the most questions. Examination review appointments are still underway. Data analysis will conclude after final exams are completed in December. The most commonly cited reasons for missing exam questions, the distribution of missed questions on Bloom's taxonomy, and the most difficult content areas will be provided. Correlational analyses will be performed to determine the relationship between exam score, Bloom's level, and reasons for missed questions. Finally, the final exam scores of students who did complete midterm exam reviews will be compared to those who did not. It is expected that completing the midterm exam analysis form will result in improved final exam scores, and that students who do not complete exam review appointments will not have the same improvement. Findings from this study may benefit instructors who are seeking a tool to help students better understand their performance. If there is a relationship between grades and common reasons for missing an examination question, instructors may use this information to create targeted remediation strategies for their students. Support or Funding Information Travel support for attending the annual meeting of Experimental Biology is being provided by the American Association of Anatomists, as part of the receipt of a Visiting Scholar Award. This exam analysis tool will be completed by each student who makes an appointment to review midterm exam results. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

An approach for critical evaluation of examination questions in an engineering faculty using the classical bloom taxonomy

Ideally, teaching curricula are designed to exude some learning behavioural outcomes in students. When students are examined through oral, practical and or theoretical evaluation schemes in examinations, the primary objective is to measure the relative extent to which students can exude the desired behavioural outcomes. Thus it is important that appropriate means and expressions are employed in assessment to measure learning. Based on an average-occurrence-rating scale, a set of Action verbs of the classical Bloom’s taxonomy were used in this study in assessing the level of learning outcomes required in each of 21 Engineering Core Course examination-questions used. Rates were computed for Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation levels of the Bloom’s Taxonomy. Marginalized One-Factor Statistical experiments and randomized two-factor Statistical experiments were designed using the rates computed. Analysis of Variance (ANOVA) technique was used to test within- and between-treatments variations of the differences of means for the six Bloom’s taxonomy levels using hypotheses at 0.05 levels of significance for each of the experimental design scenarios. Analyzed results show significant differences in course ratings at different Bloom taxonomy levels and significances in differences in ratings of the taxonomy for different courses. Group tests of hypotheses on differences of mean-ratings for the courses show significance. The study brings to light the need for examiners in these courses to put more effort in upper levels of behavioural outcomes especially on Synthesis and Evaluation which are germane for training of good Engineers. Key terms: Learning outcomes, Bloom’s taxonomy, Assessment, Synthesis and Evaluation, cognitive level, hierarchical systems

Combining Diverse Pedagogical Tools for Effective Teaching of General Biology to a Large Class Comprising of First Year Science and Engineering Undergraduates

Getting students interested in learning science and opting for a science-based career has always been a dream, despite the associated challenges in the form of dropout and attenuated student interest, for the university teacher. Secondly, in college or university academic curriculum, large classes often become a necessity to ensure uniformity in concept delivery. As a consequence, the best teacher strives to become something akin to an all-rounder, where the huge diversity concomitant with large crowds (classes) needs to be addressed to succeed. The present work was carried out to tackle the above challenges by introducing certain innovations in the teaching methodology. In the present study, the author experimented with the different fields from which analogies could be picked up to deliver relevant biological concepts; other pedagogical tools used were variety in language usage; student-teacher distance; colourful and pictorial slides with least text, musical concept summaries, drama, story, humor; interruption in lecture delivery was often done by asking questions of higher Bloom's taxonomy levels from the students, and allowing them time for peer discussion. Clapping for correct answers was encouraged to break the monotony of sitting sedentarily in class. Analogy pertaining to a real life inspiring figure was deemed the most effective by student community. Among other pedagogical tools, questions from previous years’ exam papers were most effective. It was also realized that timing of the non-academic element (such as story or music) was important for effective lectures. The present study, although simple and small in scale, could help guide further classroom innovations where introduction of variety in the traditional lecture mode in biology (science) classes is the ultimate goal.

Developing an Assessment Process for a Master’s of Science Degree in a Pharmaceutical Sciences Program

Objective. To develop a program-level assessment process for a master's of science degree in a pharmaceutical sciences (MSPS) program. Design. Program-level goals were created and mapped to course learning objectives. Embedded assessment tools were created by each course director and used to gather information related to program-level goals. Initial assessment iterations involved a subset of offered courses, and course directors met with the department assessment committee to review the quality of the assessment tools as well as the data collected with them. Insights from these discussions were used to improve the process. When all courses were used for collecting program-level assessment data, a modified system of guided reflection was used to reduce demands on committee members. Assessment. The first two iterations of collecting program-level assessment revealed problems with both the assessment tools and the program goals themselves. Course directors were inconsistent in the Bloom's Taxonomy level at which they assessed student achievement of program goals. Moreover, inappropriate mapping of program goals to course learning objectives were identified. These issues led to unreliable measures of how well students were doing with regard to program-level goals. Peer discussions between course directors and the assessment committee led to modification of program goals as well as improved assessment data collection tools. Conclusion. By starting with a subset of courses and using course-embedded assessment tools, a program-level assessment process was created with little difficulty. Involving all faculty members and avoiding comparisons between courses made obtaining faculty buy-in easier. Peer discussion often resulted in consensus on how to improve assessment tools.