Authors
Noelle Clark, Kate M Hill, Jeremy L Hsu
Published in
Advances in physiology education. Jul 13, 2026. Epub Jul 13, 2026.
Abstract
In college biology courses, exams and quizzes are often used to assess students' knowledge and performance. Since assessments are a crucial part of biology classes, there has been a wide range of work examining how assessment questions are written, revealing that small changes in how such questions are worded may have large impacts on students' reading comprehension and performance. One aspect that instructors consider when writing a question is subject framing - i.e., which individual, if any, is being placed as the focal point of the question. In this study, we focus on the following subject framings - an authentic scientist, a classmate name, or the second-person "you", referring to the reader. Past work suggests variable subject framing can impact students' preferences, perceptions, and how well they can see themselves in the questions. In this study, we utilize semi-structured interviews with 11 students from an introductory molecular biology class to elucidate why students prefer a certain subject framing over another, and how variable subject framing can impact students' ability to relate to and visualize the question. Our results suggest that second-person is preferred because it was the most straightforward and easy to understand and that many students do not prefer when a scientist's name and date of the study is included in the question potentially due to multiple cognitive and affective factors.
PMID:
42440353
Bibliographic data and abstract were imported from PubMed on 13 Jul 2026.
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