Campus Units

Chemistry

Document Type

Article

Publication Version

Published Version

Publication Date

2011

Journal or Book Title

Journal of Chemical Education

Volume

88

Issue

5

First Page

554

Last Page

560

DOI

10.1021/ed900070y

Abstract

The design and use of a valid and reliable instrument for the assignment of cognitive complexity ratings to chemistry exam items is described in this paper. Use of such an instrument provides a simple method to quantify the cognitive demands of chemistry exam items. Instrument validity was established in two different ways: statistically significant correlations between expert-based cognitive complexity ratings and student performance (as measured through statistical difficulty of items), and statistically significant correlations between expert-based cognitive complexity ratings and student mental effort ratings. Key benefits associated with instrument use include an enhanced understanding of the cognitive complexity of chemistry assessment tasks and as a means for characterizing exam content for the measurement of cognitive development.

Comments

Reprinted (adapted) with permission from J. Chem. Educ., 2011, 88 (5), pp 554–560. Copyright 2011 American Chemical Society.

Copyright Owner

American Chemical Society

Language

en

File Format

application/pdf

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