Inference-Making and Reasoning: Refinement of an Assessment for Use in Gateway Biology Courses, Illinois, 2018-2019 (ICPSR 38276)
Version Date: Dec 7, 2021 View help for published
Principal Investigator(s): View help for Principal Investigator(s)
Jennifer Cromley, Univerity of Illinois at Urbana-Champaign
https://doi.org/10.3886/ICPSR38276.v1
Version V1
Summary View help for Summary
The goal of the Inference-Making and Reasoning in Biology (IMRB) measure was two-fold:
- To develop a measure that is reliable, valid, and fair across male/female, Under-Represented Minority (URM)/non-URM, and first-generation college/not first-generation students.
- To document that the measure can predict undergraduate introductory biology course grades
Two different 15-item, 1-hour forms were developed. Examinees (4-year college students planning to take or already taking introductory biology) do not need any specific preparation or knowledge before taking the assessment, as they are given all the information they need to reason with and are asked to draw valid conclusions with that information. These forms can be used in any order and may be administered by any research or course staff. They can be given on paper or on computer, to individuals or groups, once or twice per semester.
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Subject Terms View help for Subject Terms
Geographic Coverage View help for Geographic Coverage
Smallest Geographic Unit View help for Smallest Geographic Unit
state
Restrictions View help for Restrictions
This data collection may not be used for any purpose other than statistical reporting and analysis. Use of these data to learn the identity of any person or establishment is prohibited. To protect respondent privacy, the data files in this collection are restricted from general dissemination. To obtain these restricted files researchers must agree to the terms and conditions of a Restricted Data Use Agreement.
Distributor(s) View help for Distributor(s)
Study Purpose View help for Study Purpose
The Inference-Making and Reasoning in Biology (IMRB) measure was intended to provide a tool that is reliable, valid, and fair across male/female, Under-Represented-Minority (URM)/non-URM, and first-generation/non-first-generation student cohorts. Additionally, the measure's capacity for predicting undergraduate introductory biology course grades was evaluated.
Study Design View help for Study Design
The IMRB was designed to measure deductive reasoning from newly-introduced information, without a need for all but the most basic prior subject knowledge.
An initial panel of test items was produced following think-aloud sessions with undergraduate biology students. These items were then piloted by undergraduate introductory biology students. Items which did not perform well in reliability analyses were removed. Additional items were developed using insight gained from the reliability analysis, yielding a final count of 30 IMRB test items, used to produce two separate 15-item test forms.
Sample View help for Sample
Students from one introductory biology course who, each semester, volunteered to provide data.
Universe View help for Universe
Undergraduate students at two four-year US colleges taking a biology course designed for science, technology, engineering and math (STEM) majors.
Unit(s) of Observation View help for Unit(s) of Observation
Data Type(s) View help for Data Type(s)
Mode of Data Collection View help for Mode of Data Collection
Description of Variables View help for Description of Variables
Each dataset includes variables on the student's age, sex, year in school, parents' educational history, race, ACT test scores, and scores on the the IMRB test.
Presence of Common Scales View help for Presence of Common Scales
Inference-Making and Reasoning in Biology
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