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首页> 美国卫生研究院文献>CBE Life Sciences Education >Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses
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Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

机译：认知难度和考试形式预测生物学入门课程学生考试成绩的性别和社会经济差距

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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 result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students.
机译：最近在本科生生物学领域的改革努力已建议将课程考试转变为在更具认知挑战性的水平上进行测试，这可能意味着在评估中包括更具认知挑战性和更具建设性的问题。但是，更改考试特征可能会导致对历史上服务不足的群体的偏见。在这项研究中，我们检查了由讲师生成的测试的特征是否以及在何种程度上影响了参加生物学入门课程的男女以及中/高/低社会经济地位（SES）学生的考试成绩。我们从一所大型研究型大学的入门生物学系列课程的3年中，通过87项独特的考试收集了4810名学生的考试成绩。我们确定了每门考试的Bloom的中值水平和结构化回答问题的百分比。尽管在我们的模型中控制了先前的学习能力，但我们发现，随着Bloom考试水平的提高，男性和中/高SES的学生受到了不成比例的青睐。此外，随着结构化回答试题的比例增加，中/高SES学生也受到青睐。考虑到我们控制了先前的学术能力，我们的发现不可能反映出学术能力水平的差异。我们讨论可能的解释，以解释我们的发现，以及它们如何影响我们评估学生的方式。

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