An In-House Biology Placement Test Improves Success in Majors Introductory Biology

Author:

Boomer Sarah M.1,Baltzley Michael J.2,Poole Angela Z.3,Latham-Scott Kristin L.4,Poole Jesse P.5

Affiliation:

1. SARAH BOOMER (correspondence author; boomers@wou.edu) is a Professor of Biology

2. MICHAEL BALTZLEY (baltzlem@wou.edu) is an Associate Professor of Biology

3. ANGELA POOLE (poolea@wou.edu) is a Non-Tenure Track Assistant Professor of Biology

4. KRISTIN LATHAM-SCOTT (lathamk@wou.edu) is an Associate Professor of Biology, all in the Department of Biology at Western Oregon University, 345 N. Monmouth Avenue, Monmouth, OR 97361, USA.

5. JESSE POOLE (poolej@wou.edu) is the Assistant Director of Student Success in the Western Oregon University Academic Advising & Learning Center.

Abstract

Biology placement tests (BPTs) have most often been used to determine whether well-prepared students can “test out” of foundational coursework at the college or university level. However, not all high school students are equally prepared for majors-level introductory Biology. Consequently, we developed and tested an in-house diagnostic BPT that assesses preparedness for “testing in” to introductory majors-level coursework (BI 211). We found that BPT scores were significantly correlated with final course grades. Following implementation of this benchmark, we documented short-term enrollment patterns of BPT-taking students (n = 313 over 3 years). Approximately half of these students passed the BPT, with 63 percent continuing in Biology. The other half did not pass, with 25 percent continuing in Biology. The implementation of the BPT decreased the overall percentage of F/Drop students in this course. These benchmarks have not affected the first generation college (FGC) or underrepresented minority (URM) enrollment in BI 211, nor have they introduced demographic biases among F/Drop students in this course. Given these data, we argue that diagnostic BPTs have an effective place in advising and retention strategies.

Publisher

University of California Press

Subject

General Agricultural and Biological Sciences,Agricultural and Biological Sciences (miscellaneous),Education

Reference13 articles.

1. Manipulatives-based laboratory for majors biology—A hands-on approach to understanding respiration and photosynthesis;Journal of Microbiology & Biology Education,2011

2. Boomer, S. M., Baltzley, M. J., & Latham, K. L. (2012). Active Learning & Advising Strategies in Freshman Introductory Biology—If You Built It, Some Will Come. Paper presented at the 19th Annual American Society for Microbiology Conference for Undergraduate Educators (ASMCUE), San Mateo, CA, 2012. Abtract available at http://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v13i1.412.

3. Boomer, S. M., Baltzley, M. J., & Latham, K. L. (2013). Active Learning & Advising Strategies in Freshman Introductory Biology—If You Click It, a Few More Will Come. Paper presented at the 19th Annual American Society for Microbiology Conference for Undergraduate Educators (ASMCUE), Englewood, CO, 2013. Abstract available at http://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v14i1.588.

4. An evaluation of the Toledo chemistry placement examination;Journal of Chemical Education,1963

5. The advanced placement exam in biology;The American Biology Teacher,1974

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