Campus Units
Chemistry
Document Type
Article
Publication Version
Published Version
Publication Date
2012
Journal or Book Title
Journal of Chemical Education
Volume
89
Issue
6
First Page
715
Last Page
720
DOI
10.1021/ed300049w
Abstract
The ability to coherently assess content knowledge throughout an entire undergraduate career represents a significant advantage for programmatic assessment strategies. Chemistry, as a discipline, has an unusual tool in this regard because of the nationally standardized exams from the ACS Exams Institute. These exams are norm-referenced and allow chemistry departments to make comparisons between the performance of their own students relative to national samples; however, currently there appears to be no systematic means for noting students’ content knowledge growth over a four-year degree. The Exams Institute is undertaking the task of organizing content along an anchoring concept or “big ideas” framework to facilitate this type of analysis.
Copyright Owner
American Chemical Society
Copyright Date
2012
Language
en
File Format
application/pdf
Recommended Citation
Murphy, Kristen L.; Holme, Thomas; Zenisky, April; and Knauss, Karen, "Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry" (2012). Chemistry Publications. 502.
https://lib.dr.iastate.edu/chem_pubs/502
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Other Chemistry Commons, Science and Mathematics Education Commons
Comments
This article is from Journal of Chemical Education 89 (2012): 715, doi:10.1021/ed300049w. Posted with permission.