Allen Biology Study Material Pdf Download

To all the students studying in Allen Career Institute Kota and all the students studying in different study centers of Allen Career Institute, we are providing study materials and models being run at Allen Study Center to improve their studies so that Students can study in advance and prepare physics chemistry mathematics and biology in advance so that students can understand all the theory and problems in a better way when taught in class we are providing allen physics module solution pdf to students partner we Allen physics model booklet pdf are also available as well as we are providing allen chemistry module booklet pdf and allen chemistry model solution.pdf we are providing allen maths book pdf download maths solution pdf to students allen biology pdf With Solution PDF is being provided through which students how to prepare for their Engineering and Medical Examination Class XII Board Exam.

After reading the books practice lots of MCQ, make short notes, high light point to boost your speed and accuracy. I hope this book will help you during your study and revision time. Happy Learning. Free download biology module pdf.

You can download free Biology module published by Allen Career Institute Kota and prepare well for your medical examination or book is mainly useful for all those science students who are interested in biology Biology module by Allen Career Institute Kota is very useful for all those students who are currently studying from class 11th and class XII from biology branch and who want to become a doctor in future.

Alignment of course activities and testing strategies with learning outcomes is critical to effective course design (Wiggins and McTighe, 1998 ; Sundberg, 2002 ; Ebert-May et al., 2003 ; Fink, 2003 ; Tanner and Allen, 2004 ; Bissell and Lemons, 2006 ). Students are motivated to perform well on examinations; therefore, the cognitive challenge of exam questions can strongly influence students' study strategies (Gardiner, 1994 ; Scouller, 1998 ). If classroom activities focus on concepts requiring HOCS but faculty test only on factual recall, students quickly learn that they do not need to put forth the effort to learn the material at a high level. Similarly, if faculty primarily discuss facts and details in class but test at a higher cognitive level, students often perform poorly on examinations because they have not been given enough practice developing a deep conceptual understanding of the material. Either case of misalignment of teaching and testing leads to considerable frustration on the part of both instructor and student. Though considerable attention has been given to changing our classrooms to incorporate more active-learning strategies, not enough attention has been placed on how to better align assessment methods with learning goals. Indeed, one of the most significant ways to impact the quality of student learning is through the improvement of our assessments (Entwistle and Entwistle, 1992 ).

To differentiate between Bloom's levels, we found it useful to take one particular topic (e.g., cell biology) and develop a series of increasingly challenging exam questions representing the various levels of Bloom's. In developing these multi-level questions, we considered what a student must know or be able to do in order to answer the question. For example, if the student needed to recall factual information and then be able to describe a process in his/her own words, we considered that question to test comprehension. We have provided examples for three different subdisciplines of biology: cell biology, physiology, and virology, (Supplemental Material A). A similar approach was taken by Nehm et al. for the subdisciplines of ecology and evolution (Nehm and Reilly, 2007 ).

We also found that science questions posed unique challenges to our rubric as they dealt with science-specific skills (e.g., graphing, reading phylogenetic trees, evaluating Punnett squares and pedigrees, and analyzing molecular biology data). To address this, we selected several of these science-specific skills and created examples or descriptions of question-types that would assess mastery at each level (Table 2. Through this process and extensive discussion of our work, we were able to better define and categorize the different types of questions that are typically found on biology exams. To assist us in developing the rubric, we each independently ranked approximately 100 life science exam questions and then extensively discussed our analyses to reach consensus. The BBT reflects the progression of our insights into how to adapt a general assessment method to the discipline-specific skills inherent to biology. We subsequently independently analyzed another 500 questions; statistical analysis of our rankings based on the BBT revealed high interrater reliability (agreement of at least two of the three raters over 91% of the time; [Zheng et al., 2008 ]).

To facilitate evaluation of the students' research proposals, a grading rubric was developed (Walvoord and Anderson, 1998 ; Allen and Tanner, 2006 ). Students were scored from 1 to 4 for how well they fulfilled each of 12 criteria as well as for overall presentation (Table 5). Student performance was gauged both by looking at the percentage of students who earned full credit on a given criterion (Table 5) and also by determining the average percentage of possible points students earned for each criterion (data not shown). In reviewing these results, it appeared that certain criteria were much more challenging for students than other criteria. For example, whereas 41% of the students provided a well-thought-out and insightful discussion of their study's broader societal and scientific impact,

Physiology is a challenging subject for students as it is based on a mechanistic and analytical rather than descriptive understanding of organismal processes (Modell, 2007 ). As such, the discipline requires students to work predominantly at the higher levels of Bloom's Taxonomy. Few students enter the course prepared to use the HOCS required to succeed on exams; therefore, it is necessary to raise awareness of the challenge level of the exam before the exam is given. To this end, students were given a homework assignment of first categorizing each question on the previous year's exam according to Bloom's and then calculating the number of points on the exam associated with each Bloom's level. This exercise helped students gain an appreciation for the Bloom's distribution of the exam questions and allowed them to adjust their studying accordingly.

The goals of the course activities were to teach students about Bloom's and let them practice using the BBT to rank and write good questions at different levels so that they could independently assess the level of their understanding of biology content in the future. Based on a show of hands in class, only one student had heard of Bloom's but did not feel as though they understood it enough to use it. While students were first practicing ranking questions, the instructor formatively assessed their knowledge of Bloom's and confirmed that none of the students in the course had any experience using it. However, by the end of the course, the students were very consistent in their independent ranking of the questions according to Bloom's. For 31 of the 51 questions, greater than 80% of the students agreed on the Bloom's ranking (Figure 2). This indicates that students who are trained to use the BBT are capable of writing and identifying questions at different levels of Bloom's. Students can apply this knowledge to their studying practices, evaluating the levels at which they understand concepts and adjusting their study skills to reach higher levels of Bloom's. These findings were highlighted by students in their final written evaluations of the program; some indicated that these exercises also helped them develop better questions about material they were learning in other areas of the program. The following are evaluation responses related to the use of Bloom's in the program:

Most faculty would agree that we should teach and test students for higher-cognitive skills. However, when faculty are given training in how to use Bloom's and practice ranking their own exam questions, they often realize that the majority of their test questions are at the lower levels of Bloom's. For example, at a national meeting for undergraduate biology education, 97% of the faculty who attended (n = 37) and received a formal lecture on using Bloom's to rank exam questions agreed that only 25% of their exam questions tested for higher-order cognitive skills (unpublished data). Therefore, most of the time we may not be testing or providing students with enough practice at using content and science process skills at higher cognitive levels, even though our goals are that they master the material at all levels. One explanation for this discrepancy may be that biology faculty have not been given the tools and guidelines that would help them to better align their teaching with assessments of student learning. To further emphasize this point, an analysis of exam questions from courses in medical school that should be aimed at developing HOCS (Whitcomb, 2006 ) are instead predominantly testing at lower cognitive levels (Zheng et al., 2008 ).

Our aim in developing the BBT was to make an assessment tool for use by biology faculty and students alike. To further facilitate this process, we have created a diverse array of biology-focused examples, inclusive of both specific skills (e.g., graphing) and subdiscipline content (e.g., physiology) that biology students typically encounter. These examples, in conjunction with the BBT, are designed to aid biologists in characterizing questions according to their relative cognitive challenge and, therefore, develop assessment methods that are more closely aligned with an instructor's learning goals. The BBT can also be used in conjunction with BLASt to help students self-diagnose their learning challenges and develop new strategies to strengthen their critical-thinking skills. 2b1af7f3a8