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Particular activities can also confuse students on how to interpret relationships in a phylogenetic tree.
These results indicate that the instrument discriminates between students who accurately interpret relationships on an evolutionary tree from those that use an alternative strategy.
For example, some students considered the number and distance between nodes as highly informative factors to interpret relationships between species (nodal emphasis rationale).
Our 18-question tool (see Additional file 1) can be used for formative assessment of student understanding of how to interpret relationships on evolutionary trees.
The combination of these four design features results in a rigorous test of students' ability to interpret relationships among taxa on evolutionary trees.
The difficulty and discrimination values of questions indicate that the instrument discriminates between students who interpret relationships on an evolutionary tree using how recently taxa share a common ancestor and students that use an alternative strategy.
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Other students interpreted relationships using their prior knowledge of ecological characteristics of the organisms illustrated in the tree.
For example, students who generated a single progressive tree, interpreted relationships represented in phylogenetic trees using a main branch approach.
For example, he interpreted relationships based on common ancestry and compared phylogenetic representations accurately based on clade patterns regardless of the representation style.
While difficulty varies between some questions within a distractor category, the focus of the study was to develop questions to determine whether or not a student accurately interpreted relationships among taxa on evolutionary trees.
The assessment has been very effective in helping us identify instructors who have problems interpreting relationships among taxa on an evolutionary tree; with relatively little additional training they master this skill fairly quickly.
More suggestions(15)
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