Modeling DNA Fingerprinting with Crayola? Markers?

 

Tested Studies in Laboratory Teaching, 2015, Volume 36

Lisa Bartee

Abstract

Within the undergraduate courses of the departments of Cell and Systems Biology and Ecology and Evolutionary Biology at the University of Toronto, we aim to help our students increase their scientific literacy, clearly communicate both orally and in writing, and demonstrate their understanding of key scientific concepts. To reach these goals, we incorporate written assignments within the activities of the laboratory component of the courses. We use writing assignments as a way to invite our students to participate in the discourse of the discipline. Furthermore, we strive to provide our students with transferrable skills such as the ability to develop persuasive, evidence-based arguments and to present them in a clear and concise manner. There are numerous challenges associated with the introduction of writing assignments into large classes with multiple teaching assistants (TAs). Of primary concern is maintaining fairness and consistency in the grades awarded across TAs and in the effectiveness of the formative feedback the TAs provide. However, it can be difficult to prepare marking guidelines that promote consistency among TAs while at the same time allowing individual TAs sufficient flexibility to recognize and reward the independent thinking of students. Another challenge is the inherent diversity in large groups of TAs and their individual levels of preparation and confidence with regards to assessing student writing. Lastly, we must find a process for grading that can function within the limited time allocated to our TAs for this task. Over numerous years and iterations we each independently developed a process that addresses these challenges. Interestingly, the approaches we developed for our specific courses are remarkably similar, despite the fact that the subject and assignment format differ between them. Our common approach relies on three components: (1) scaffolded writing assignments with detailed assignment instructions, (2) detailed marking rubrics, and (3) assignment-specific TA training sessions. A scaffolded assignment breaks up a complex assignment into stages or parts. For example, in one of our courses, students are asked to first describe two research articles that relate to their assignment, write a draft that they compare to other students’ assignments, submit a final draft, and then revise and re-submit their assignment after receiving feedback from their TA. These scaffolded assignments provide a supportive environment.

Keywords:  TA training, grading rubrics, scientific literacy

University of Oregon (2014)