Literaturnachweis - Detailanzeige
| Autor/inn/en | Murphy, Kristen; Holme, Thomas; Zenisky, April; Caruthers, Heather; Knaus, Karen |
|---|---|
| Titel | Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry |
| Quelle | In: Journal of Chemical Education, 89 (2012) 6, S.715-720 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/ed300049w |
| Schlagwörter | College Science; Chemistry; Undergraduate Study; Scientific Concepts; Science Tests; Standardized Tests; Development; Intellectual Disciplines; Course Content; Knowledge Level; Intellectual Development; Student Development; Student Evaluation; Norm Referenced Tests |
| 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. (Contains 2 tables and 3 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 |
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