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. 2014 Fall;13(3):469–477. doi: 10.1187/cbe.13-12-0242

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© 2014 D. L. Linton et al.CBE—Life Sciences Education © 2014 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 4. — Effect of students' average exam score on the exam writing scores. Student writing samples during exams were scored by the number of correct concepts and standardized across activities. Writing scores are corrected here for treatment and instructor effects. For an accurate representation of the large number of data points, the plot area was divided in bins, which are then shaded based on the number of data points contained (dark bins contain up to 15 data points; light bins contain 1–3 data points). There is a significant positive correlation between multiple-choice exam scores and exam writing scores (p < 0.0001).