Biochemistry Lab Education

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Assessment > Student Assessment of Learning Gains

Students self-rated their understanding, skills, and attitudes for various topics discussed during the course. Students took the survey at the beginning of the Fall 2011 semester (‘pre-2011’), at the end of the Fall 2011 (‘post-2011’), and Spring 2012 (‘post-2012’). When asked about their understanding of the presented topics in pre-2011, only 23% of the students answered positively, with an average of 60% in the post-2011, and 84% in the post-2012 survey (a 61% increase from pre-2011).  Fifty-percent of the students positively rated their laboratory skills in the pre-2011 survey, 71% in post-2011, and 90% in the post-2012 survey (a 40% increase from pre-2011). Sixty-percent of students reported positive attitudes in pre-2011; 57% in post-2011 and 77% in post-2012 (a 17% increase from pre-2011).

The Student Assessment of their Learning Gains (SALG) data can be broken down into four rubric learning gains: (i) aims and concepts, (ii) experimental design, (iii) data processing, and (iv) broader context. Students positively rated their abilities in the “Aims & Concepts” category: 28%, 64%, and 91%, as the course progressed . For the “Experimental design” criterion, students reported increasingly positive ratings as well, at 26%, 41%, and 85%. The “Data Processing” metric also demonstrated a similar trend of improvement: 29%, 77%, and 93%. Finally, students positively rated their ability to understand the “Broader Context” of their work, with increases from 27% to 53% to 83% as the year-long course progressed.  Overall, the fraction of students who viewed the course as having improved their biochemical and scientific skills and knowledge increased throughout the year-long BioLEd-based lab course.