Campus Units
Chemistry
Document Type
Book Chapter
Publication Version
Published Version
Publication Date
2014
Journal or Book Title
Innovative Uses of Assessments for Teaching and Research
Volume
1182
First Page
147
Last Page
160
DOI
10.1021/bk-2014-1182.ch009
Abstract
As technology continues to make information and facts readily accessible, the importance of understanding the context of the information and demonstrating how to use it appropriately will provide better indications of learning than factual recall. This chapter examines the manner in which curriculum and assessment reforms are moving toward promotion of student skill development beyond traditional content knowledge recall. A discussion of the current state of non-content skill assessment in chemistry is presented noting in particular that instructor interest in non-content aspects of learning appears to outpace the measurement of them. Additionally, the chapter presents data from a national survey. These data were used to understand the relative importance of non-content goals and skills in the general chemistry classroom. How these data will inform future efforts to create appropriate formative and summative assessments of goals and skills beyond content knowledge is also discussed.
Copyright Owner
American Chemical Society
Copyright Date
2014
Language
en
File Format
application/pdf
Recommended Citation
Reed, Jessica J. and Holme, Thomas, "The Role of Non-Content Goals in the Assessment of Chemistry Learning" (2014). Chemistry Publications. 372.
https://lib.dr.iastate.edu/chem_pubs/372
Included in
Curriculum and Instruction Commons, Higher Education Commons, Other Chemistry Commons, Science and Mathematics Education Commons
Comments
Reprinted (adapted) with permission from ACS Symposium Series, Vol. 1182. Copyright 2014 American Chemical Society.