Results from a National Needs Assessment Survey: A View of Assessment Efforts within Chemistry Departments

Autor/inn/en	Emenike, Mary Elizabeth; Schroeder, Jacob; Murphy, Kristen; Holme, Thomas
Titel	Results from a National Needs Assessment Survey: A View of Assessment Efforts within Chemistry Departments
Quelle	In: Journal of Chemical Education, 90 (2013) 5, S.561-567 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed200632c
Schlagwörter	Chemistry; Science Instruction; Needs Assessment; College Science; Undergraduate Study; College Faculty; Science Teachers; Teacher Surveys; Accreditation (Institutions); Certification; Motivation; Grading; Evaluation Methods; Institutional Characteristics; Regression (Statistics) + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bedarfsermittlung; Grundstudium; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Abschlusszeugnis; Zertifizierung; psychologische; Motivation (psychologisch); Notengebung; Schulnote; Regression; Regressionsanalyse
Abstract	As is true for virtually all of higher education, chemistry departments are often required to provide evidence of student learning at both course and curricular levels through evaluation and assessment. The ACS Exams Institute conducted a needs assessment survey of 1500 chemistry faculty members from across the country to investigate motivation, role, instrument use, and challenges associated with assessment efforts. For the more than 70% of participants who reported departmental efforts related to assessment, these findings emerged: motivations were primarily external factors related to accreditation and certification, ACS Exams and in-house exams were the most common instruments used, and time management associated with grading and reporting assessment results was the most frequently cited challenge. Summary results for each survey question related to these aspects of departmental assessment efforts are provided, along with logistic regression analyses of responses based on institution type. Logistic regression analyses were also used to identify differences among sex, years teaching, and chemistry subdiscipline for responses to departmental assessment efforts and instrument use. (Contains 6 tables and 1 figure.) (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