F) Assessing CUREs
Several tools have been designed explicitly for the assessment of CUREs or can be utilized to assess the outcomes of CUREs. Shortlidge and Brownell (2016) present over 30 different assessment tools that can be used to investigate the efficacy of CUREs. Detailed publications are associated with each of those, including for tools specifically designed for CUREs (Corwin et al., 2015; Lopatto et al., 2008; Lopatto, 2004). More recent tools have also been published (Angra & Gardner, 2018; Clemmons et al., 2020; Killpack & Fulmer, 2018; Wang et al., 2018) and there are several databases of assessment tools (e.g., Q4B). New tools are also being developed as the popularity of CUREs increases (e.g., E-CURE). Many of these tools have been validated in multiple CUREs (e.g., Jordan et al., 2014; Shaffer et al., 2014), offering the opportunities for comparisons with the course being assessed. Additional tools exist for specific research experience. For example, there exist guidelines for the assessment of field-based courses (Pyle, 2009; Shortlidge et al., 2021).
One of the obstacles to the rigorous analysis of a CURE through qualitative and quantitative analyses of student surveys is the need for a comparison group (Shortlidge & Brownell, 2016). However, it is possible for instructors to explore the efficacy of their CURE without the need for a formal rigorous experimental setup. Such analyses should focus on the expected learning outcomes (ELOs) of the CURE. Existing analytical tools can be matched to the ELOs of the CURE to enable data collection. Such work should consider the following issues: (1) the sample of students that the survey tool was validated on and (2) the time necessary to administer, score, and analyze the results of the survey tools (Shortlidge & Brownell, 2016). Table 17 presents a selection of assessment tools that are readily accessible in the literature or online, validated, and can be implemented with little to moderate efforts by instructors.
Selected assessment tools for the classroom organized by topic (modified from Shortlidge and Brownell, 2016)
| ATTITUDES ABOUT SCIENCE | |
| Colorado Learning Attitudes about Science Survey | Semsar et al., 2011 |
| Classroom Undergraduate Research Experience | https://www.grinnell.edu/academics/resources/ctla/assessment/cure-survey |
| Research on the Integrated Science Curriculum | https://www.grinnell.edu/academics/centers-programs/ctla/assessment/risc |
| COGNITIVE SKILLS | |
| Blooming Biology Tool | Crowe et al., 2008 |
| California Critical Thinking Skills Test | http://www.insightassessment.com/Products/Products-Summary/Critical-Thinking-Skills-Tests/California-Critical-Thinking-Skills-Test-CCTST |
| Study Process Questionnaire | Biggs et al., 2001 |
| COLLABORATION, DISCOVERY AND RELEVANCE, ITERATION | |
| Laboratory Course Assessment Survey | Corwin et al., 2015 |
| Perceived Cohesion scale | Bollen and Hoyle, 1990 |
| CRITICAL THINKING | |
| Blooming Biology Tool | Crowe et al., 2008 |
| California Critical Thinking Skills Test | http://www.insightassessment.com/Products/Products-Summary/Critical-Thinking-Skills-Tests/California-Critical-Thinking-Skills-Test-CCTST |
| DEEP AND SURFACE LEARNING | |
| Study Process Questionnaire | Biggs et al., 2001 |
| ENVIRONMENTAL AWARENESS AND ATTITUDES | |
| Environmental Attitudes Inventory | Milfont & Duckitt, 2010 |
| New Ecological Paradigm Scale | Dunlap et al., 2000 |
| EXPERIMENTAL DESIGN | |
| Biological Experimental Design Concept Inventory | Deane et al., 2014 |
| Expanded Experimental Design Ability Test | Brownell et al., 2014 |
| Experimental Design – First Year Undergraduate | https://q4b.biology.ubc.ca/concept-inventories/experimental-design-first-year-undergraduate-level/ |
| Experimental Design – Third/Fourth Year Undergraduate Level | https://q4b.biology.ubc.ca/concept-inventories/experimental-design-thirdfourth-year-undergraduate-level/ |
| Experimental Design Ability Test | Sirum & Humburg, 2011 |
| Rubric for Experimental Design | Dasgupta et al., 2014 |
| Tool to assess interrelated experimental design | Killpack & Fulmer, 2018 |
| COMMUNICATING RESULTS | |
| Graph Rubric | Angra & Gardner, 2018 |
| The Rubric for Science Writing | Timmerman et al., 2011 |
| MOTIVATION AND RESILIENCE | |
| Grit Scale | Duckworth & Quinn, 2009 |
| National Survey of Student Engagement | Kuh, 2009 |
| Science Motivation Questionnaire II | Glynn et al., 2011 |
| OWNERSHIP AND BELONGING | |
| Project Ownership Survey | Hanauer & Dolan, 2014 |
| Career Decision Making Survey – Self Authorship | Creamer et al., 2010 |
| Perceived Cohesion scale | Bollen and Hoyle, 1990 |
| Transparency in Learning and Teaching in Higher Education Survey | https://tilthighered.com/abouttilt |
| PERSONAL GAINS | |
| Classroom Undergraduate Research Experience | https://www.grinnell.edu/academics/resources/ctla/assessment/cure-survey |
| Colorado Learning Attitudes about Science Survey | Semsar et al., 2011 |
| Research on the Integrated Science Curriculum | https://www.grinnell.edu/academics/centers-programs/ctla/assessment/risc |
| Science Motivation Questionnaire II | Glynn et al., 2011 |
| Survey of Undergraduate Research Experiences | Lopatto, 2004 |
| Undergraduate Student Self-Assessment Instrument | Weston & Laursen, 2015 |
| Transparency in Learning and Teaching in Higher Education Survey | https://tilthighered.com/abouttilt |
| NATURE AND PROCESS OF SCIENCE | |
| Biological Experimental Design Concept Inventory | Deane et al., 2014 |
| BioSkills Guide | Clemmons et al., 2020 |
| Classroom Test of Scientific Reasoning | Lawson et al., 2000 |
| Laboratory Course Assessment Survey | Corwin et al., 2015 |
| Views About Sciences Survey | Halloun & Hestenes, 1998 |
| Expanded Experimental Design Ability Test | Brownell et al., 2014 |
| Experimental Design – First Year Undergraduate | https://q4b.biology.ubc.ca/concept-inventories/experimental-design-first-year-undergraduate-level/ |
| Experimental Design – Third/Fourth Year Undergraduate Level | https://q4b.biology.ubc.ca/concept-inventories/experimental-design-thirdfourth-year-undergraduate-level/ |
| Experimental Design Ability Test | Sirum & Humburg, 2011 |
| Molecular Biology Data Analysis Test | Rybarczyk et al., 2014 |
| Rubric for Experimental Design | Dasgupta et al., 2014 |
| Test of Scientific Literacy Skills | Gormally et al., 2012 |
| The Rubric for Science Writing | Timmerman et al., 2011 |
| DATA ANALYSIS AND QUANTITATIVE REASONING | |
| Statistical Reasoning in Biology Concept Inventory | Deane et al., 2016 |
| BioSkills Guide | Clemmons et al., 2020 |
| Psychological Research Inventory of Concepts | Veilleux & Chapman, 2017 |
| Molecular Biology Data Analysis Test | Rybarczyk et al., 2014 |
Table 17. Selected assessment tools for the classroom organized by topic (modified from Shortlidge and Brownell, 2016).
