Improving Instructional Design with Better Analysis of Assessment Data

Autor/inn/en	Murphy, Kristen L.; Holme, Thomas A.
Titel	Improving Instructional Design with Better Analysis of Assessment Data
Quelle	In: Journal of Learning Design, 7 (2014) 2, S.28-46 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-8342
Schlagwörter	Instructional Design; Alignment (Education); Scoring Rubrics; Fundamental Concepts; Chemistry; Organic Chemistry; Instructional Improvement; Science Instruction; Behavioral Objectives; Science Tests; Difficulty Level; Test Items; Data; Decision Making; College Science; Focus Groups + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Scoring formulas; Auswertungsbogen; Grundlagenplan; Konzept; Chemie; Organische Chemie; Unterrichtsqualität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schwierigkeitsgrad; Test content; Testaufgabe; Daten; Decision-making; Entscheidungsfindung
Abstract	As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student performance within these becomes increasingly important. The Examinations Institute of the American Chemical Society (ACS), Division of Chemical Education, has recently published content maps that utilise a structure of subdiscipline-independent fundamental concepts narrowing down to content details that are specific to subdisciplines. This structure has then been utilised to align items and can be used to assess student performance throughout a program. Learning objectives that are designed for a course can then be aligned to the framework and used to gauge student learning within a course or across a program. One key to making well-informed instructional decisions is to obtain as much valid information from such assessment work as possible. This paper describes the combination of using a rubric for assigning complexity with student performance to gauge achieving learning objectives that are aligned to fundamental concepts in the content maps in general chemistry and organic chemistry. It can be argued that information in these forms can provide useful guidance for designing improved instruction. (As Provided).
Anmerkungen	Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10