Student Assessment Of Learning Gains Research Articles

Assessments of students’ gains in conceptual understanding and technical skills after using authentic, online learning modules on hydrology and water resources

The need to adapt quickly to online or remote instruction has been a challenge for instructors during the COVID pandemic. A common issue instructors face is finding high-quality curricular materials that can enhance student learning by engaging them in solving complex, real-world problems. The current study evaluates a set of 15 web-based learning modules that promote the use of authentic, high-cognitive demand tasks. The modules were developed collaboratively by a group of instructors during a HydroLearn hackathon-workshop program. The modules cover various topics in hydrology and water resources, including physical hydrology, hydraulics, climate change, groundwater flow and quality, fluid mechanics, open channel flow, remote sensing, frequency analysis, data science, and evapotranspiration. The study evaluates the impact of the modules on students’ learning in terms of two primary aspects: understanding of fundamental concepts and improving technical skills. The study uses a practical instrument to measure students’ perceived changes in concepts and technical skills known as the Student Assessment of Learning Gains (SALG) survey. The survey was used at two-time points in this study: before the students participated in the module (pre) and at the conclusion of the module (post). The surveys were modified to capture the concepts and skills aligned with the learning objectives of each module. We calculated the learning gains by examining differences in students’ self-reported understanding of concepts and skills from pre- to post-implementation on the SALG using paired samples t -tests. The majority of the findings were statistically at the 0.05 level and practically significant. As measured by effect size, practical significance is a means for identifying the strength of the conclusions about a group of differences or the relationship between variables in a study. The average effect size in educational research is d = 0.4. The effect sizes from this study [0.45, 1.54] suggest that the modules play an important role in supporting students’ gains in conceptual understanding and technical skills. The evidence from this study suggests that these learning modules can be a promising way to deliver complex subjects to students in a timely and effective manner.

Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills

This paper addresses the incorporation of a scaffolded infographic project into a majors’ organic chemistry laboratory. Students were given the freedom to choose their topic with the stipulation that it must be relevant to both organic and green chemistry. This scaffolded project consisted of the following eight phases: (i) summarizing and evaluating an existing infographic, (ii) delving into green chemistry literature, (iii) proposing infographic topic, (iv) gathering components for the infographic, (v) analyzing infographic maker websites, (vi) creating infographic and providing peer feedback on first drafts, (vii) revising infographic and providing final feedback, and (viii) posting infographic on Twitter. Since this was a semester-long project implemented in a remote environment, a variety of instructional technologies including Flipgrid, Perusall, FeedbackFruits Peer Review, Google Jamboard, and chemical drawing software were utilized. The analysis of the project’s impact on cognitive gains through Student Assessment of Learning Gains and through pre- and post-test responses indicated the achievement of positive learning gains on green chemistry knowledge and skills. This activity was viewed favorably by students, with most indicating a desire for similar assignments implemented in future courses.

A CURE Using Cell Culture–Based Research Enhances Career-Ready Skills in Undergraduates

A course-based undergraduate research experience (CURE) using cell culture–based research was developed to allow students to test potential molecules for their ability to prevent the host inflammatory response to implantable biomaterials. This CURE was utilized for lab instruction in cell biology courses over a three-year period at two institutions and was assessed using a modified student assessment of learning gains (SALG) survey and a rubric from the Association of American Colleges and Universities (AAC&U). The SALG survey analysis showed enhanced essential “hard” skill sets and attitudes important to a future research career using cell culture post–CURE participation. The results from both SALG and AAC&U assessments revealed gains in four of the six most highly valued “soft” skills rated by US employers as essential in their hiring of recent college graduates.

An Integrated Evaluation Model of Teaching and Learning

Knowledge transmission and knowledge construction are two common approaches adopted for teaching and learning in higher education. Applying the two different approaches, this paper developed an evaluation model of teaching and learning, which comprises three main conceptual blocks: teaching, learning and learning assistance. A quantitative survey was utilised, collecting data from the Student Assessment of Learning Gains (SALG) along with the Student Evaluation of Teaching (SET) from 108 randomly selected courses at a university in Taiwan. The results demonstrated an R² value of 0.794. The route between teaching and learning was not statistically significant (t=0.0359), indicating that knowledge is constructed in the mind of the student with learning assistance as the mediator.

Breaking Out From Tradition: Redesign of Large Physiology Lecture Increases Engagement, Inclusion, and Student Outcomes

Mounting evidence suggests that traditional lecturing is less effective, less engaging, and less inclusive than active learning. However, transitioning to active learning, particularly in a large science course, presents unique administrative and pedagogical challenges. In this study, we present the results of our recent effort to redesign and restructure our large human anatomy and physiology course at the University of Connecticut.In place of a traditional lecture, we developed an active instructional model that subdivided hundreds of students into “break out” groups of no more than five students. Breakout groups met concurrently in multiple classrooms during the scheduled lecture time to work through modules in the renal and digestive systems with an undergraduate peer facilitator. Modules were designed with input from undergraduate facilitators, with attention to scientific teaching techniques (active learning, inclusive teaching, assessment). Students concept mapped the molecular basis of urine formation in nephrons and the regulation of acid secretion in the gastric pit; worked through an interrupted case study on ulcer formation and modified think‐pair‐share question sets on renal and gastric pharmacology; and practiced critical reflection on the clinical and socioeconomic factors influencing the incidence and treatment of disease.At the end of the semester, students registered in the redesigned course were compared to peers registered in another section, taught by the same instructors, that followed a traditional large lecture format. This assessment involved an analysis of student performance on paired exam questions of varied difficulty, a modified SALG (Student Assessment of Learning Gains), and solicited and unsolicited student feedback. Our results indicate that, on average, students in the redesigned course performed better on exam questions related to the renal and digestive systems. Furthermore, many of these questions were found to be less “discriminating”, indicating less disparity between higher performing and lower performing students. The vast majority (95%) of students gave positive feedback on the redesigned classes, and nearly 90% reported learning gains related to the major concepts from the digestive and renal system. Summarily, our study describes and evaluates a new instructional model for large, undergraduate anatomy and physiology courses that has been developed and implemented using undergraduate students. Most importantly, we offer preliminary evidence supporting the conclusion that this model is more inclusive, more effective, and better liked than traditional lecturing.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Nursing and midwifery students' perception of learning enablers and gains in the first semester of their BSc programmes: A cross sectional study

BackgroundThe student experience in the first year of university is fundamental to successful adaption to the higher education environment and shapes student engagement with their chosen degree. Students' feedback on this experience is essential when designing or reviewing curricula. ObjectivesThe aim of this study was to explore students' perceptions of their learning gains to identify factors that support student learning and identify elements that need improvement if specific learning needs are to be met. DesignA cross sectional descriptive study. SettingA large urban university in Ireland that provides undergraduate nursing and midwifery degree programmes. Participants and MethodsThe study was conducted using the Student Assessment of Learning Gains (SALG) questionnaire. This instrument consists of a series of closed questions which explore perceived student gains in skills, cognitions and attitudes. The questionnaire was adapted for a semester rather than a module evaluation. The tool also includes a series of open questions inviting students to comment in each section. ResultsStudents (n = 206) positively evaluated teaching and learning approaches used. The greatest enablers of learning were clinical skills laboratory small group teaching and support followed by online learning materials and multiple choice formative assessment questions. They reported gains in knowledge, generic skills development and an increase in confidence and enthusiasm for their chosen career. ConclusionThe feedback gained in this study provides valuable knowledge about the elements that support nursing and midwifery students learning and highlights areas that require attention. This is particularly useful for faculty who are involved in curriculum review and enhancement and in student engagement and retention.

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based formatversusan interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class, the two groups of students reported the most significant differences in their gains in the following areas: “interacting productively to solve problems with a diverse group of classmates,” “behaving as an effective leader,” “behaving as an effective teammate,” and “comfort level working with complex ideas.” Our findings clearly show that cooperative learning course designs allow students to practice and develop the transferable skills valued by employers.

I\u1e37isa\u0121vik Tribal College\u2019s summer climate program: teaching STEM concepts to North Slope Alaska high school and middle-school students

The incorporation of informal science modules with traditional ecological knowledge (TEK) engages students in Science, Technology, Engineering, and Mathematics (STEM) courses. During the summers 2012–2015, Iḷisaġvik Tribal College, located in Barrow, AK, hosted an average of 12 rural Alaska Native middle-school and high school students per year in the college’s summer STEM program called “Climate and Permafrost Changes on the North Slope: In Cultural Context.” Teaching the carbon cycle as a core concept, this 2-week STEM program examined climate change and its effects on the local landscape from a multitude of perspectives. Elders shared their observations and experiences associated with climate change. Local and visiting scientists gave presentations and taught through games, hands-on laboratory simulations, and practical field work—all relevant to the camp’s science content. Pre-assessments and post-assessments using the Student Assessment of Learning Gains measured student interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the camp, could articulate the impact of climactic changes on their local environment.

Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry

Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learning (POGIL) classes by using exploratory and confirmatory factor analyses. When the SALG was administered on two separate occasions with two different groups of students following four weeks of instruction on topics in stereochemistry, the results revealed a four-factor structure consisting of 32 items that included Active Learning, Concept Learning, Resources, and Process Skills. These findings demonstrate an approach to collect evidence to support the match between intended constructs and measured variables in light of a targeted pedagogical intervention.

Teaching Immunology through Microbiology

For students attending a Special Master Program that is often a gateway to professional schools, an advanced immunology course is not necessary. Instead, a course was designed with a microbiological frame such that the students learn more about the immunology of microbial infection, how microbes subvert the immune response, and the overall context of host-microbe interactions. Of the fifteen weeks of instruction, twelve weeks were taught from microbiological perspective and three weeks consisted of only immunologic topics. We analyzed whether the described approach of integrating microbiology in the teaching of immunology was effective using an immunology pre- and post-test as well as the students’ perceptions of the course using the Student Assessment of Learning Gains (SALG) instrument. Analysis of the pre- and post-tests revealed that students scored significantly higher on the post-test compared to the pre-test, suggesting there was an increase in immunological knowledge, in spite of only three weeks of traditional immunology content. Students’ perception of their understanding of traditional immunology topics was significantly higher after completion of the course as measured by the SALG instrument. Additionally, students perceived lectures to be significantly more helpful than other class activities. This method of teaching immunology through the integration of microbiology in one course is a novel concept that deviates from the typical Special Master Program immunology curriculum and provides a more medically relevant context to the functioning of the immune system.

Classroom in the Clinic

Classroom in the Clinic

Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course

BackgroundRecently, there has been a shift from using lecture‐based teaching methods in undergraduate engineering courses to using more learner‐centered teaching approaches, such as problem‐based learning. However, research on the impact of these approaches has mainly involved student perceptions of the teaching method and anecdotal and opinion pieces by faculty on their use of the teaching method, rather than empirically collected data on students' learning outcomes.Purpose (Hypothesis)This paper describes an investigation of the impact of problem‐based learning (PBL) on undergraduate electrical engineering students' conceptual understanding and their perceptions of learning using PBL as compared to lecture.Design/MethodFifty‐five students enrolled in an electrical engineering course at a Midwestern university participated in this research. The study utilized a within‐subjects A‐B‐A‐B research design with traditional lecture as the baseline phase and problem‐based learning as the experimental phase of the study. Participants completed pre‐ and post‐tests surrounding the four topics covered in the study and also completed a Student Assessment of Learning Gains (SALG) survey.ResultResults suggested participants' learning gains from PBL were twice their gains from traditional lecture. Even though students learned more from PBL, students thought they learned more from traditional lecture. We discuss these findings and offer implications for faculty interested in implementing PBL.ConclusionGiven the limited research on the beneficial effects of PBL on student learning, this study provides empirical support for PBL. We discuss findings from this study and provide specific implications for faculty and researchers interested in problem‐based learning in engineering.

Commentary: Teaching cognitive skills in the biochemistry classroom-A community effort

Commentary: Teaching cognitive skills in the biochemistry classroom-A community effort

Scaffolding project-based learning with the project management body of knowledge (PMBOK ®)

This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With one course section using tools and templates from project management and one section using only free-form text forms and instructor guidelines as project scaffolding tools, team interactions were compared via qualitative and quantitative analyses of team threaded discussions over an 8-week project lifecycle. Project outcomes were assessed by comparing project product scores using the t-test for independent samples, while project experience was assessed via a post-project survey using the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that the project management methodology facilitates intra-team communication and positive collaborative behavior, but is not a critical factor for final product quality. The results provide a starting point for educators and researchers seeking to assess cross-disciplinary approaches to project-based learning.

Examining US College Students' Attitudes towards Science: Learning from Non-Science Majors.

This study examined college students’ attitudes towards science in a course designed with Science Education for New Civic Engagement and Responsibilities (SENCER) ideals. SENCER uses socially engaging issues to teach basic science to non-science majors. A combination of methods was used to measure changes in attitudes (confidence and interest) and scientific literacy after completing this SENCER course. While a pre/posttest showed a significant increase in knowledge about biological concepts, the study revealed no significant change in confidence or interest in science in general as measured by the SENCER Student Assessment of Learning Gains (SALG) survey. However, a second instrument, the Biology Attitude Scale, demonstrated a significant increase in positive attitudes towards biology in particular. The case study data (including a content analysis of online reflective questions and semi-structured interviews) revealed that students’ confidence in science remained the same during the semester even though their interest may have increased. This suggests that an increase in both variables (confidence and interest) simultaneously may not be needed in order to increase scientific literacy. These results have implications for college science teachers designing courses for non-science majors. Keywords: Science education, non-science majors, scientific literacy, interdisciplinary courses.

Brain mapping in cognitive disorders: a multidisciplinary approach to learning the tools and applications of functional neuroimaging

BackgroundWith rapid advances in functional imaging methods, human studies that feature functional neuroimaging techniques are increasing exponentially and have opened a vast arena of new possibilities for understanding brain function and improving the care of patients with cognitive disorders in the clinical setting. There is a growing need for medical centers to offer clinically relevant functional neuroimaging courses that emphasize the multifaceted and multidisciplinary nature of this field. In this paper, we describe the implementation of a functional neuroimaging course focusing on cognitive disorders that might serve as a model for other medical centers. We identify key components of an active learning course design that impact student learning gains in methods and issues pertaining to functional neuroimaging that deserve consideration when optimizing the medical neuroimaging curriculum.MethodsLearning gains associated with the course were assessed using polychoric correlation analysis of responses to the SALG (Student Assessment of Learning Gains) instrument.ResultsStudent gains in the functional neuroimaging of cognition as assessed by the SALG instrument were strongly associated with several aspects of the course design.ConclusionOur implementation of a multidisciplinary and active learning functional neuroimaging course produced positive learning outcomes. Inquiry-based learning activities and an online learning environment contributed positively to reported gains. This functional neuroimaging course design may serve as a useful model for other medical centers.

Enhancing Critical Thinking Through “Independent Design Decision Making” in the Studio

A group of faculty at Penn State's Department of Landscape Architecture observed that the traditional master/apprentice model of studio instruction fosters greater student dependence on faculty for decision-making guidance than the faculty considers desirable. They contend that this traditional model promotes a studio dynamic that encourages students to look to the professor for design ideas and wait for faculty approval before making design decisions. The faculty considered this decision-making dependency to be in conflict with the need for students to develop the critical-thinking skills required to address the complex and ill-structured problems that are common in architecture and landscape architecture. In response to their concern this faculty team developed a studio teaching method they termed “independent design decision-making.” They speculated that by transferring the responsibility for design decisions from professor to the student, students could improve their critical thinking and gain confidence in design decision-making. The faculty conceived a set of strategies to implement in a 3rd year team-taught site planning and design studio that presents a range of complex design issues and scales. In collaboration with Penn State's Schreyer Institute for Teaching Excellence, the faculty researchers developed a 2-year comparative study to test this new teaching method in the same design studio with two consecutive student groups-evaluating the strategies implemented in the first year, refining methods, then applying and re-evaluating the results in the next year's class. These new strategies included ways students receive information to inspire their designs (“input strategies”) and ways to receive critique on their design ideas (“feedback strategies”). Two evaluation instruments were chosen to assess this method of studio teaching: 1) the Group Embedded Figures Test (GEFT), and 2) Student Assessment of Learning Gains (SALG). This paper presents this teaching/learning method and reports on the results of the comparative study.

Using Comparative Risk Surveys in Environmental Communication Pedagogy

Using student-generated comparative risk surveys in environmental communication pedagogy has been helpful in achieving specified learning objectives: to describe (1) the influence of socioeconomic, political, and scientific factors in the social construction of environmental problems; (2) the role risk perception plays in defining environmental problems; (3) the multifacetedness of public and stakeholder perspectives regarding environmental problems; (4) the limited knowledge base of the general public regarding environmental problems; and (5) the challenge of conducting research to ascertain the validity of these assumptions. Although traditional comparative risk surveys (CRS) are used to compare the perspectives of the public and environmental experts, this modified version compares ranking of local environmental problems by residents, businesses, and public officials. Based on four years of use and data from the Student Assessment of Learning Gains, indications suggest that the modified CRS has become a powerful pedagogical tool in student learning of the various aspects of environmental problems and the challenges of social science research.

Student Perspectives on Curricular Change: Lessons from an Undergraduate Lower-Division Biology Core

Inquiry-based laboratories are acknowledged as the preferred method of instruction for development of research skills. Much has been written about changes in student performance associated with inquiry, but less is known about how students view the inquiry-based format or whether they perceive a benefit from this type of instruction. The Student Assessment of Learning Gains (SALG) survey was used to evaluate and compare student reactions to the new, inquiry-based laboratories of a lower-division undergraduate curriculum, from implementation to the present (an interval of 3 yr). Initial student response to the format and value of the inquiry labs improved over time. The quality of the graduate teaching assistants and the clarity of the laboratory manual were important variables influencing student perception. A student's perception of his/her retention of lab-related skills was strongly associated with perceptions of gains in those skills. Student responses reflect their most current laboratory experience and not a cumulative effect of participation in the core series of courses. Student success in the inquiry format was not associated with gender or status as a transfer student. The majority of students believe that their experiences in the lower-division inquiry labs have prepared them for upper-division course work.

Student Assessment of Learning Gains (SALGains)

Student Assessment of Learning Gains (SALGains) is a Web-based instrument for measuring student perception of their learning in a variety of courses. The authors adapted this instrument to measure students’ achieved proficiency in analyzing cases in an advanced business communication class. The instrument showed that students did achieve a high level of proficiency and that they did so equally in both traditional and online classes.