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Literature DB >> 18218880

Assessment. Application of Bloom's taxonomy debunks the "MCAT myth".

Alex Y Zheng¹, Janessa K Lawhorn, Thomas Lumley, Scott Freeman.

Abstract

Entities: Gene

Mesh：

Year: 2008 PMID： 18218880 DOI： 10.1126/science.1147852

Source DB: PubMed Journal: Science ISSN： 0036-8075 Impact factor: 47.728

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15 in total

1. Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology.

Authors: Alison Crowe; Clarissa Dirks; Mary Pat Wenderoth
Journal: CBE Life Sci Educ Date: 2008 Impact factor: 3.325

2. Sharing in the classroom.

Authors: William B Wood
Journal: CBE Life Sci Educ Date: 2008 Impact factor: 3.325

3. Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.

Authors: Jennifer L Momsen; Tammy M Long; Sara A Wyse; Diane Ebert-May
Journal: CBE Life Sci Educ Date: 2010 Impact factor: 3.325

4. Increased course structure improves performance in introductory biology.

Authors: Scott Freeman; David Haak; Mary Pat Wenderoth
Journal: CBE Life Sci Educ Date: 2011 Impact factor: 3.325

Review 5. Addressing the Unique Qualities of Upper-Level Biology Course-based Undergraduate Research Experiences through the Integration of Skill-Building.

Authors: Abby E Beatty; Cissy J Ballen; Emily P Driessen; Tonia S Schwartz; Rita M Graze
Journal: Integr Comp Biol Date: 2021-10-04 Impact factor: 3.392

6. Correlation between MCAT biology content specifications and topic scope and sequence of general education college biology textbooks.

Authors: Steven W Rissing
Journal: CBE Life Sci Educ Date: 2013 Impact factor: 3.325

Assessment. Application of Bloom's taxonomy debunks the "MCAT myth".

1. Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology.

2. Sharing in the classroom.

3. Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.

4. Increased course structure improves performance in introductory biology.

Review 5. Addressing the Unique Qualities of Upper-Level Biology Course-based Undergraduate Research Experiences through the Integration of Skill-Building.

6. Correlation between MCAT biology content specifications and topic scope and sequence of general education college biology textbooks.

7. Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

8. Using assessments to investigate and compare the nature of learning in undergraduate science courses.

9. Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes.

10. Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.