About This Project
Scientists frequently use complicated statistical techniques to analyze their data in appropriate ways and to eventually come to strong, well-supported conclusions. However, like statistical sophistication is rarely applied when professors analyze their students' course performance and assign grades. Many studies have been dedicated to improving teaching methods in undergraduate biology labs, but few are committed to studying methods to improve students' competency assessments. Since student's grades may reflect teaching competency, are grades an objective and definitive assessment of student competency? Through this study, we aim to evaluate the evaluations in undergraduate upper-division biology laboratory courses, and challenge the idea that the most objective assessment is instructor's assigned final grade.
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