Campus Units

Chemistry

Document Type

Article

Publication Version

Published Version

Publication Date

2014

Journal or Book Title

Journal of Learning Design

Volume

7

Issue

2

First Page

1

Last Page

19

DOI

10.5204/jld.v7i2.199

Abstract

As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student performance within these becomes increasingly important. The Examinations Institute of the American Chemical Society (ACS), Division of Chemical Education, has recently published content maps that utilise a structure of subdiscipline-independent fundamental concepts narrowing down to content details that are specific to subdisciplines. This structure has then been utilised to align items and can be used to assess student performance throughout a program. Learning objectives that are designed for a course can then be aligned to the framework and used to gauge student learning within a course or across a program. One key to making well-informed instructional decisions is to obtain as much valid information from such assessment work as possible. This paper describes the combination of using a rubric for assigning complexity with scaling student performance to gauge achieving learning objectives that are aligned to fundamental concepts in the content maps in general chemistry and organic chemistry. It can be argued that information in these forms can provide useful guidance for designing improved instruction.

Comments

This article is from Journal of Learning Design 7 (2014): 1, doi:10.5204/jld.v7i2.199. Posted with permission.

Rights

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Copyright Owner

Queensland University of Technology

Language

en

File Format

application/pdf

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