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Building the BIKE: Development and Testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE)

机译：建立BIKE：知识激发生物技术工具（BIKE）的开发和测试

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Identifying students' conceptual scientific understanding is difficult if the appropriate tools are not available for educators. Concept inventories have become a popular tool to assess student understanding; however, traditionally, they are multiple choice tests. International science education standard documents advocate that assessments should be reform based, contain diverse question types, and should align with instructional approaches. To date, no instrument of this type targeting student conceptions in biotechnology has been developed.We report here the development, testing, and validation of a 35-item Biotechnology Instrument for Knowledge Elicitation (BIKE) that includes a mix of question types. The BIKE was designed to elicit student thinking and a variety of conceptual understandings, as opposed to testing closed-ended responses. The design phase contained nine steps including a literature search for content, student interviews, a pilot test, as well as expert review. Data from 175 students over two semesters, including 16 student interviews and six expert reviewers (professors from six different institutions), were used to validate the instrument. Cronbach's alpha on the pre/posttest was 0.664 and 0.668, respectively, indicating the BIKE has internal consistency. Cohen's kappa for inter-rater reliability among the 6,525 total items was 0.684 indicating substantial agreement among scorers. Item analysis demonstrated that the items were challenging, therewas discrimination among the individual items, and there was alignment with research-based design principles for construct validity. This study provides a reliable and valid conceptual understanding instrument in the understudied area of biotechnology.
机译：如果没有合适的工具供教育工作者使用，则很难确定学生对概念的科学理解。概念清单已成为评估学生理解度的流行工具。但是，传统上，它们是多项选择测试。国际科学教育标准文件主张评估应以改革为基础，包含不同的问题类型，并应与教学方法保持一致。迄今为止，尚未开发出针对学生在生物技术领域的概念的此类工具。我们在此报告了35种项目的知识激发生物技术工具（BIKE）的开发，测试和验证，该工具包括各种问题类型。 BIKE旨在激发学生的思维和各种概念性理解，而不是测试封闭式响应。设计阶段包括九个步骤，包括对内容的文献搜索，学生访谈，试点测试以及专家评审。来自两个学期的175名学生的数据，包括16名学生访谈和六名专家审稿人（来自六个不同机构的教授），被用来验证该仪器。 Cronbach在测试前后的Alpha值分别为0.664和0.668，表明BIKE具有内部一致性。在6,525个项目中，科恩的评分者间信度的kappa为0.684，表明评分者之间存在实质性一致性。项目分析表明，这些项目具有挑战性，各个项目之间存在歧视，并且与基于研究的设计原则有关的结构有效性具有一致性。这项研究为生物技术领域提供了可靠而有效的概念理解工具。

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