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A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

机译：使用概念清单作为学生评估和教师专业发展工具的模型

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This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development.
机译：本文介绍了如何使用概念清单来增强教师教学社区的专业发展和课程改革工作。宿主病原菌相互作用（HPI）教学团队由具有HPI专业知识的研究和教学团队组成，他们的目标是在九个相关的本科微生物学课程中提高学生的学习体验。为了支持基于证据的课程改革，自2006年以来，我们每年对大约400名学生进行调查前和调查后，对HPI概念清单进行管理。所得数据包括学生分数以及他们对干扰因素选择的开放式解释。数据使我们能够实现课程改革目标：1）使学生的学习与我们的期望相符; 2）将学生的学习与背景变量相关联; 3）了解跨机构的学生学习; 4）测量教学技术对学生学习的影响;以及5）展示我们的课程如何共同形成学习进度。对概念清单数据的分析已锚定并加深了团队对学生学习的讨论。通过阅读和讨论学生的回答，我们发现了我们的理解与学生的理解之间的差距。我们提供证据来支持概​​念清单，以此作为评估学生对HPI概念和教师发展的了解的工具。

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