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.

Comments

This article is from Journal of Chemical Education 89 (2012): 715, doi:10.1021/ed300049w. Posted with permission.

Copyright Owner

American Chemical Society

Language

en

File Format

application/pdf

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