Analyzing the Role of Science Practices in ACS Exam Items
Date
Authors
Major Professor
Advisor
Committee Member
Journal Title
Journal ISSN
Volume Title
Publisher
Authors
Research Projects
Organizational Units
The Department of Chemistry seeks to provide students with a foundation in the fundamentals and application of chemical theories and processes of the lab. Thus prepared they me pursue careers as teachers, industry supervisors, or research chemists in a variety of domains (governmental, academic, etc).
History
The Department of Chemistry was founded in 1880.
Dates of Existence
1880-present
Related Units
- College of Liberal Arts and Sciences (parent college)
Journal Issue
Is Version Of
Versions
Series
Department
Abstract
Recent efforts to reform K–12 science curricula, embedded within the NRC Framework for K–12 Science Education and the Next Generation Science Standards, have focused on unifying core disciplinary content with crosscutting concepts that span across science disciplines and scientific practices. With these reforms comes the challenge of creating “three-dimensional” assessments that measure beyond basic content knowledge mastery to incorporate measures of science practices and crosscutting concepts. Adding measures of science practices to traditional forms of assessments may prove to be challenging. The work herein investigates how science practices have been inherently incorporated into previously released ACS exams through analysis and classification of ACS general chemistry exam items with a developed rubric. The findings may help to inform the creation of new assessment items that are more explicit in their incorporation of science practices by building upon the implicit incorporation of science practices already present in many of the items analyzed. By creating awareness of the presence of science practices in current assessment items, exam designers may have more ease sculpting items that encompass the three dimensions outlined in the NRC Framework.
Comments
This article is published as Reed, Jessica J., Alexandra R. Brandriet, and Thomas A. Holme. "Analyzing the Role of Science Practices in ACS Exam Items." Journal of Chemical Education 94, no. 1 (2017): 3-10. DOI: 10.1021/acs.jchemed.6b00659. Posted with permission.