Just 7% of introductory biology exam items required students to use a scientific practice, and only 8% of items assessed higher-order thinking skills (Uminski et al., 2024). This webinar explores why this gap persists and how to close it. We will review the current state of assessing scientific practices and explore methods for building them into assessment items. Well also discuss where generative Al is currently helpful and where it struggles in item writing and demonstrate how Biolnteractive's Assessment Builder supports assessment for learning. While the examples center on introductory biology, these strategies apply across a range of courses.
Flyer for PDET Series: Speaker 1
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