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Task 1: One industry expert stated the material present a somewhat idealized view of meetings and
team communication.
Task 2: Three general comments from industry experts were presented, such as “use googledocs to
share data.” Four additional experts agreed that “the topic is too basic,” and students need to know
how to use the tools but also be able to explain how they work.”
Task 3: Two industry experts wrote that they don’t do work as presented in Task 3, and didn’t find
it relevant to bioinformatics skills. However, three other industry experts commented that it was a
relevant task, particularly because the student learned data extraction, analysis, interpretation, and
reporting.
Task 4: The three industry experts who responded agreed that the task was well presented and
“ideal in my research.”
Research Question 4 Findings
To what extent do the SBL-Bioinformatics instructional and assessment materials
provide students with an opportunity to learn the knowledge and skills
in a standard bioinformatics or biology curriculum?
Only education experts (N = 13) reviewed instructional materials to address this question. Their
responses to address this question for the assessment question were also analyzed. Both sets of
summary statistics appear in Table 12. After providing ratings, the education experts described
the reasons for their responses for the instructional materials, summarized below the table. The
education experts’ comments regarding the ratings of the assessments were captured in the
summary in the above section regarding research question 2.
To summarize, education experts viewed Task 4 as most likely to offer an opportunity to learn the
knowledge and skills relevant to their curriculum, followed by Tasks 2, 3, and 1. But their review
of the assessments differed. The education experts rated Task 1’s assessment as most focused
on measuring high-level curriculum-relevant skills, followed by Task 4, 2, and 3. They saw Task
1’s assessment as most focused on measuring content knowledge relevant to their curriculum,
followed by Task 4, 2, and 3.
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