| dc.contributor.author | Ziegler, Brittany | |
| dc.description.abstract | Historically, students have been viewed as empty vessels and passive participants in the learning process but students actually are active forming their own conceptions. One way student learning is impacted is through assessment. Alternative assessment, which contrasts traditional assessment methods, takes into account how students learn by promoting engagement and construction of knowledge. This dissertation explores portfolio-based assessment, a method of alternative assessment, which requires students to compose a purposeful collection of work demonstrating their knowledge in an upper-level biology course. The research objectives include characterizing and contributing to the understanding of portfolio-based assessment in higher education, examining reflection and inquiry portfolio components, determining student knowledge of biological concepts, and investigating student integrative thinking through the transformation of reflections into concept webs. One main finding includes the majority of reflections categorized as naive or novice in quality. There was no difference in quality of reflections among biological topic. There was a relatively equal amount of high and low cognitive level questions. Students' knowledge of biological concepts significantly increased from the beginning to end of the course. Student written reflections were transformed into concept webs to allow for examination of student integrative thinking. Concepts, relationships, and interconnections in concept webs showed variation but declined by the end of the semester. This study is one of the first examining portfolio-based assessment in an upper-level biology course. We do not contend that this method of assessment is the only way to promote student learning but portfolio-based assessment may be a tool that can transform science education but currently the role of portfolio-based assessment in science education remains unclear. Additional research needs to be conducted before we will fully understand and be able characterize this type of assessment. | en_US |
| dc.publisher | North Dakota State University | |
| dc.rights | NDSU Policy 190.6.2 | |
| dc.title | Examining Portfolio-Based Assessment in an Upper-Level Biology Course | en_US |
| dc.type | Dissertation | en_US |
| dc.date.accessioned | 2017-09-25T15:05:20Z | |
| dc.date.available | 2017-09-25T15:05:20Z | |
| dc.date.issued | 2012 | |
| dc.identifier.uri | https://hdl.handle.net/10365/26497 | |
| dc.subject.lcsh | Science--Study and teaching | en_US |
| dc.subject.lcsh | Biology. | en_US |
| dc.rights.uri | https://www.ndsu.edu/fileadmin/policy/190.pdf | |
| ndsu.degree | Doctor of Philosophy (PhD) | en_US |
| ndsu.college | Graduate and Interdisciplinary Studies | en_US |
| ndsu.department | Center for Science and Mathematics Education | en_US |
| ndsu.program | STEM Education | en_US |
| ndsu.advisor | Montplaisir, Lisa | |
