Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could...

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Detalles Bibliográficos
Autores principales: Wright, Christian D., Eddy, Sarah L., Wenderoth, Mary Pat, Abshire, Elizabeth, Blankenbiller, Margaret, Brownell, Sara E.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2016
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4909345/
https://www.ncbi.nlm.nih.gov/pubmed/27252299
http://dx.doi.org/10.1187/cbe.15-12-0246

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4909345/
https://www.ncbi.nlm.nih.gov/pubmed/27252299
http://dx.doi.org/10.1187/cbe.15-12-0246

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