The experts viewed the content tested in the research and rated them for the presence of a number of key factors – such as fun and easy going, thought provoking, cerebral etc.
The content test would have benefited from more rigorous expert review.
On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups.
This self-assessed increase in knowledge corroborated the changes on the content test administered at both the beginning and end of the BrainU 101 workshop.
Thus, the content test is not yet appropriate for general use, nor can conclusive claims be made about the impact of the lesson plan on student alternate conceptions.
Responses such as this persisted into the final version of the content test, in which we added information on the estimated time of divergence between the lineages after the emergence of the postorbital trait.
This holds true when we examine the attitudes of students scoring at or below the median on the content test, indicating that the attitude gains in this group are not being driven by one or two students.
Students who scored less than the median on the preinstruction content test had a significantly greater improvement in Part A of the BAS than students who performed better on the preinstruction content test.
The reliability of the analytical information is assured by the RSD values obtained in the uniformity content test.
