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Genetics, Vol. 178, 15-22, January 2008, Copyright © 2008
doi:10.1534/genetics.107.079533

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Development and Evaluation of a Genetics Literacy Assessment Instrument for Undergraduates

Bethany Vice Bowling*,1, Erin E. Acra{dagger}, Lihshing Wang{ddagger}, Melanie F. Myers{dagger}, Gary E. Dean§, Glenn C. Markle**, Christine L. Moskalik{dagger}{dagger} and Carl A. Huether{dagger}{dagger}

* Interdisciplinary Studies Program, University of Cincinnati, Cincinnati, Ohio 45221, {dagger} Genetic Counseling Program, University of Cincinnati, Cincinnati, Ohio 45221, {ddagger} Educational Studies and Leadership, College of Education, Human Services, and Criminal Justice, University of Cincinnati, Cincinnati, Ohio 45221, § College of Medicine, University of Cincinnati, Cincinnati, Ohio 45221, ** Teacher Education, College of Education, Human Services, and Criminal Justice, University of Cincinnati, Cincinnati, Ohio 45221 and {dagger}{dagger} Department of Biological Sciences, University of Cincinnati, Cincinnati, Ohio 45221

1 Corresponding author: Department of Biological Sciences, Northern Kentucky University, Nunn Dr., Highland Heights, KY 41099.
E-mail: bowlingb2{at}nku.edu

There is continued emphasis on increasing and improving genetics education for grades K–12, for medical professionals, and for the general public. Another critical audience is undergraduate students in introductory biology and genetics courses. To improve the learning of genetics, there is a need to first assess students' understanding of genetics concepts and their level of genetics literacy (i.e., genetics knowledge as it relates to, and affects, their lives). We have developed and evaluated a new instrument to assess the genetics literacy of undergraduate students taking introductory biology or genetics courses. The Genetics Literacy Assessment Instrument is a 31-item multiple-choice test that addresses 17 concepts identified as central to genetics literacy. The items were selected and modified on the basis of reviews by 25 genetics professionals and educators. The instrument underwent additional analysis in student focus groups and pilot testing. It has been evaluated using ~400 students in eight introductory nonmajor biology and genetics courses. The content validity, discriminant validity, internal reliability, and stability of the instrument have been considered. This project directly enhances genetics education research by providing a valid and reliable instrument for assessing the genetics literacy of undergraduate students.


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