Assessment Report

CHEM 5710 – Spring 2007 
 

Instructor:  Joan M. Hevel 

Course  Description:  General Biochemistry II  is the second of a two semester course sequence in Biochemistry. The intent of this sequence is to provide a thorough and comprehensive survey of biochemistry for science majors (undergraduates and graduates).  Chemistry 5710 will focuses on anabolism, signaling and information pathways. 

Enrollment: 34 

Assessment method: On the first day of class students were given a gain score quiz consisting of 11 questions that cover the learning objectives.  The quiz was graded but not given back to the students.  Three lectures before the end of the semester the students were given the same quiz.  Students were encouraged to take the quiz seriously by allowing the graded gain score quiz to take the place of a regular WebCT-based quiz in which they may have received a low score. 

Learning Objectives

The following broad learning objectives were identified in the course syllabus: 

1. Describe the basic biochemical principles of photosynthesis:  general features, light absorption and light-driven electron flow and ATP synthesis 

2. Describe the biochemical basis for carbohydrate, lipid, nucleic acid, and protein synthesis: cellular location, functions of enzymes, regulation, and function of products 

3. Explain the use of DNA technologies in the research laboratory, the clinic and in industry 

4.  Develop a comprehensive view of how higher organisms receive and respond to external stimuli at the biochemical level 

5.  Describe how mammalian metabolism is integrated as demonstrated by hormonal regulation 

6.  Describe the structure and topology of chromosomes and genes and how they are packaged and how this relates to gene expression 

7.  Explain how the expression of genetic information is regulated 

Additionally, as stated in the syllabus, exams may have some “regurgitation elements” but the bulk of the questions are meant to test the student’s ability to apply the knowledge. 
 

Outcomes 

Gain Score Quizzing: 

The average grade on the initial quiz was 7.7 out of 100.  Most students appeared to already have superficial knowledge of DNA packaging, DNA-related mechanisms including repair and replication, and were aware of introns and exons. 

The average grade on the final quiz was a 66 out of 100 with the high being an 89.  Correct answers for all learning objectives increased.   
 

Performance by students on semester exams 

Semester Exams:

 

Since many questions on the exams require the application

of knowledge instead of the memorization of facts, students

often do not do well on the first exam.  This year was no

different.  However, as the table to the right shows, exam means steadily increased over the semester.  This year an intensive graded homework assignment was given along with several assignments that required the students to “practice” using their learned information. 
 
 

Student Evaluation:

The overall quality of the course was evaluated at a 5.2/6 compared to the departmental average of 4.3.  Instructor effectiveness was rated at 5.4/6.  Suggestions to improve the course are to not extend the class lecture beyond the 50-minute mark, to alter the weekly Web CT quizzes, and possibly to add another homework assignment.   Students were overwhelmingly pleased with the prepared lecture slides, style, enthusiasm and presentation.  They liked how information was tied to real-world examples and many said the DNA technologies homework assignment (although a lot of work) was very helpful. 
 

Assessment

      Overall the students showed improved command of the discipline by both gain score quizzing and increased exam means throughout the semester.  In response to students concerns last year, more examples of applying the information were given.  This included the added homework assignment covering DNA technologies.  This assignment appeared to be very helpful to students in terms of being able to apply the information.  A second graded homework assignment will be added next year that will represent the entire semester.  The questions in the homework assignment will require the students to use information from different chapters, pull it all together and formulate an answer.  This should also be a strategic way to study for the final.

      Concerns:  Although being able to apply the information is a top priority, finding a way to help the students retain the salient features of this course is also important.  Some suggestions include the identification of a booklet of condensed information, “Cliff Note” style that can be used throughout the semester.