A Performance-Based Assessment for Limiting Reactants

Autor/inn/en	Walker, Joi Phelps; Sampson, Victor; Zimmerman, Carol O.; Grooms, Jonathon A.
Titel	A Performance-Based Assessment for Limiting Reactants
Quelle	In: Journal of Chemical Education, 88 (2011) 9, S.1243-1246 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed1006629
Schlagwörter	Evidence; Performance Based Assessment; Undergraduate Students; General Education; Chemistry; Demonstrations (Educational); Laboratories; Teaching Methods; Science Instruction + Suchen Sie Ihr Suchwort? Evidenz; Leistungsermittlung; Allgemein bildendes Schulwesen; Allgemeinbildung; Chemie; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Laboratory; Laboratorium; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Educators are increasingly being called upon to provide evidence of student learning. Traditional assessments are not always the best venue for demonstrating conceptual understanding, particularly in science. This paper presents details on the design, use, and scoring of a performance-based assessment for measuring student understanding of limiting reactants. The authors encountered a variety of challenges in the process of designing the performance-based assessment; these are described as well. (Contains 2 tables and 6 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10