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. 2011 Mar 1;10(1):95–110. doi: 10.1187/cbe.10-07-0098

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© 2011 S. M. DiBartolomeis. CBE—Life Sciences Education © 2011 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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Figure 7: — Students show improvement in answering multiple-choice questions about topics related to molecular biology and the laboratory project. Over three semesters (Fall 2005–Fall 2007), a prequiz and a postquiz administered anonymously to the students included the same 10 multiple-choice questions (key phrases are shown below the x-axis). The percentage of questions answered correctly in the postquiz (gray bars) was higher than that for the prequiz (black bars) for all 10 questions. Additionally, students were instructed to leave a question blank if they had no idea of the answer. The percentage of students leaving a question unanswered decreased on the postquiz (yellow bars) relative to that of the prequiz (orange bars).