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.

Comments

Reprinted (adapted) with permission from ACS Symposium Series, Vol. 1182. Copyright 2014 American Chemical Society.

Copyright Owner

American Chemical Society

Language

en

File Format

application/pdf

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