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Student Performance along Axes of Scenario Novelty and Complexity in Introductory Biology: Lessons from a Unique Factorial Approach to Assessment

Kirsten K. Deane-Coe

School of Integrative Plant Sciences, Cornell University, Ithaca, NY 14853

Investigative Biology Laboratories, Department of Neurobiology and Behavior, Cornell University, Ithaca, NY 14853

^§Present address: Department of Biology, St. Mary’s College of MD, St. Mary’s City, MD 20686.

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Mark A. Sarvary

Investigative Biology Laboratories, Department of Neurobiology and Behavior, Cornell University, Ithaca, NY 14853

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Thomas G. Owens

School of Integrative Plant Sciences, Cornell University, Ithaca, NY 14853

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Joel K. Abraham, Monitoring Editor

Published Online:13 Oct 2017https://doi.org/10.1187/cbe.16-06-0195

Supplemental Material

combinedsupmats.pdf (5 MB)

Vol. 16, No. 1

March 01, 2017

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Downloads: 152

Citations: 7

History

Submitted: 20 June 2016

Revised: 4 November 2016

Accepted: 14 November 2016

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© 2017 K. K. Deane-Coe et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We thank Elise West for valuable feedback and discussions on data gathered in this study, BioG1500 graduate and undergraduate TAs (2014–2015) for assistance with question validation, BioG1500 staff members K. C. Bennett and Martha Lyon for logistical help, the Cornell Office of Undergraduate Biology for support of research, and the valuable and extensive feedback of two anonymous reviewers of the manuscript.