Using Structural Equation Modeling To Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey
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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).
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The Department of Chemistry was founded in 1880.
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1880-present
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- College of Liberal Arts and Sciences (parent college)
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Abstract
Chemistry departments have felt pressure in recent years to produce quality data on student achievement of learning outcomes. External (e.g., accreditation agencies) and internal (e.g., academic deans) entities are demanding regular review of student achievement. It is thus necessary for the chemistry community to develop valid and reliable instruments to assess student learning. With chemistry faculty members’ integration into assessment practices, it is important that these faculty members have a sufficient understanding of the quality of and limitations to the interpretation of assessment data. As part of a larger national survey, 1505 chemistry faculty members from a diverse array of postsecondary institutions and teaching experience responded to a series of questions regarding their familiarity with assessment terminology. Advanced confirmatory factor analysis was conducted via structural equation modeling to represent an overall structure of faculty members’ assessment knowledge.
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Reprinted (adapted) with permission from J. Chem. Educ., 2013, 90 (8), pp 981–987. Copyright 2013 American Chemical Society.