Journal article
Assessment of Process Skills in Analytical Chemistry Student Responses to Open-Ended Exam Questions
Journal of chemical education, Vol.96(8), pp.1578-1590
08/13/2019
DOI: 10.1021/acs.jchemed.8b00877
Abstract
Assessment, including course exams, clearly indicates to students what learning goals they are expected to master in a certain course. However, most of these assessments tend to focus on generating a correct answer rather than on the type of reasoning or skills used to arrive at the answer. If educators value skills in addition to the correctness of an answer, it is important that they assess them. As part of the ANA-POGIL (analytical process oriented guided inquiry learning) project, the ANA-POGIL team developed a set of process-rich or guided-inquiry-type assessment questions to be used on exams. These questions were designed to mirror the structure of the POGIL activities, where students were provided data in the form of a table, graph, or set of information with the intention of eliciting evidence of process skills such as information processing, problem solving, and critical thinking in the students' written responses. This study presents an analysis of student responses gathered from multiple institutions over several semesters to determine characteristics of questions that are likely to elicit evidence of process skills. Results of this project can provide some insight and recommendations to instructors about how to construct questions to elicit evidence of desired skills.
Details
- Title: Subtitle
- Assessment of Process Skills in Analytical Chemistry Student Responses to Open-Ended Exam Questions
- Creators
- Jennifer A Schmidt-McCormack - Department of Chemistry, University of Iowa, Iowa City, Iowa 52242, United StatesCaryl Fish - Department of Chemistry, Saint Vincent College, Latrobe, Pennsylvania 15650-2690, United StatesAnne Falke - Department of Chemistry, Worcester State University, Worcester, Massachusetts 10602, United StatesJuliette Lantz - Department of Chemistry, Drew University, Madison, New Jersey 07940, United StatesRenée S Cole - Department of Chemistry, University of Iowa, Iowa City, Iowa 52242, United States
- Resource Type
- Journal article
- Publication Details
- Journal of chemical education, Vol.96(8), pp.1578-1590
- DOI
- 10.1021/acs.jchemed.8b00877
- ISSN
- 0021-9584
- eISSN
- 1938-1328
- Grant note
- DOI: 10.13039/100000081, name: Directorate for Education and Human Resources, award: 1524965, 0717492
- Language
- English
- Date published
- 08/13/2019
- Academic Unit
- Chemistry
- Record Identifier
- 9984216577402771
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