Description

Biochemistry and molecular biology (BMB) educators evaluate student performance through the administration of assessments. Most often these assessments are summative in nature, such as examinations and presentations. Exceedingly few BMB educators, however, have received formal instruction in best practices in assessment. Moreover, instructors frequently develop their assessments through their own -- often culturally-normalized -- lens. The result: assessments that measure not only content knowledge but also the students' abilities to decipher the intent of the instructor from the language and format of the assessment.

ICABL seeks to improve the evaluation of student performance by bringing inclusive assessment practices to regional networks in the form of virtual and in-person workshops. Furthermore, by intentionally partnering with Minority-Serving Institutions as hosts and regional nexuses, ICABL seeks to elevate perspectives and identities from members of the BMB education community who are frequently underrepresented in national conversations around BMB education.

Ways to learn more:

• Check out the article "How do we know what students know?" in ASBMBTODAY.
• Dries, D., Catalano, J., Engelman, S., Hearne, J., Jones, J., Kennelly, P., ... & Wei, Y. (2023). ICABL Workshops as a Model for Diversifying Leadership and Representation in a Community of BMB Educators. Journal of Biological Chemistry, 299(3), S251.
• Zeidan, Q., Loertscher, J., Wolfson, A. J., Tansey, J. T., Offerdahl, E. G., Kennelly, P. J., ... & Tyler, L. (2021). Development of a Certification Exam to Assess Undergraduate Students’ Proficiency in Biochemistry and Molecular Biology Core Concepts. CBE—Life Sciences Education, 20(2), es6.

Ways to get involved:

• Join the ICABL Slack team!

If you are interested in learning more and participating, please email Dan Dries.

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