Publication Info
| Type | Inproceedings |
| Year | 2017 |
| Venue | Paper presented at DePaul University Teaching and Learning Conference. Workshop. Chicago, IL, USA. May 5, 2017. |
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Alternative assessment method in biochemistry education: Graphical representation of oxygen binding and delivery
2017 — Paper presented at DePaul University Teaching and Learning Conference. Workshop. Chicago, IL, USA. May 5, 2017.
Citation (APA)
Abstract
This workshop focuses on measuring students’ conceptual understanding in an undergraduate biochemistry course at DePaul University, specifically targeting the complex topic of oxygen binding to hemoglobin and its delivery from the lung to tissues. This topic requires students to use complex graphical representations and mathematical knowledge to explain physiological phenomena.
The proposed assessment method aims to move beyond rote learning by using a two-tier diagnostic instrument that assesses not only the correct answer but also the student's reasoning behind it. The content includes interpreting how oxygen pressure determines hemoglobin saturation, mapping saturation levels, understanding the correlation between tissue acidity/$\text{CO}_2$ level and oxygen release (the Bohr effect), and adapting to high altitude.
The workshop introduces the development stages of this two-tier instrument and includes a group activity where attendees design their own diagnostic test.
BibTeX
@inproceedings{n,
title = {Alternative assessment method in biochemistry education: Graphical representation of oxygen binding and delivery},
author = {Kahveci M, Jin L},
year = {2017},
booktitle = {Paper presented at DePaul University Teaching and Learning Conference. Workshop. Chicago, IL, USA. May 5, 2017.},
abstract = {This workshop focuses on measuring students’ **conceptual understanding** in an undergraduate biochemistry course at DePaul University, specifically targeting the complex topic of **oxygen binding to hemoglobin and its delivery** from the lung to tissues. This topic requires students to use complex **graphical representations and mathematical knowledge** to explain physiological phenomena.
The proposed assessment method aims to move beyond rote learning by using a **two-tier diagnostic instrument** that assesses not only the correct answer but also the student's **reasoning** behind it. The content includes interpreting how oxygen pressure determines hemoglobin saturation, mapping saturation levels, understanding the correlation between tissue acidity/$\text{CO}_2$ level and oxygen release (the **Bohr effect**), and adapting to high altitude.
The workshop introduces the development stages of this two-tier instrument and includes a group activity where attendees design their own diagnostic test.}
}