Student knowledge, assessing

Assessing student knowledge is tremendously important to teachers of physical chemistry. Richard Schwenz explains the evolution of the ACS exam in physical chemistry and provides insight into the process by which questions are written. Whether or not you use the ACS exam in your courses, this chapter will help you formulate better questions of your own. 

Second, an important aspect of the assessment of elaboration knowledge is the inclusion of visual representations, and these should be part of assessment if they are part of instruction. Much of the students knowledge may be linked to specific visual images. The assessment can provide important information about which linkages have been made and which have not. When visual representations are routinely part of assessment, students may rely more frequently on them and may better use the wealth of knowledge that is stored with them in memory. 

Investment in the development of a chemistry curriculum and teacher education is needed to develop general and domain-specific knowledge and skills in the learners that enables future students to assess and make decisions about chemistry-based processes, technologies and products. All students need to develop corresponding skills irrespective of whether or not they will later embark on a career in science and technology, because all of them will be asked to act as responsible eitizens in the future and to contribute to societal decision-making. ... 

Quick Quizzes Research on reading comprehension has shown that good readers self-monitor their understanding of what they have just read. We have provided a tool that will allow students to do this, called the Quick Quiz. Quick quizzes are a set of true or false questions at the end of every chapter designed to test students understanding of the basic concepts presented in the chapter. The questions are not designed to be an indicator of their readiness for an exam. Rather, they are provided for students to assess whether they have the bare minimum of knowledge needed... 

Dufresne, R. J., Gerace, W. X, Mestre, X R Leonard, W. X 2000. ASK-1T/A2L Assessing student knowledge with instructional technology. University of Massachussetts Amherst. Scientific Reasoning Research Institute. 

This definition implies that PISA not only assesses students knowledge, but also examines their ability to refleet on their knowledge and experienees, and to apply that knowledge and experienee to real world issues. The term hteraey is used to sum up this broader eoneept of knowledge and skills. 

OECD (2000). Measuring Student Knowledge and Skills. The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy. Paris OECD Publications... 

Treagust, D. F. (1995). Diagnostic assessment of students science knowledge. In S. M. Glynn R. Duit (Eds.), Learning science in the schools Research reforming practice (pp. 327-346). Mahwah, New Jersey Eawrence Erlbaum Associates. 

Educationalists in many different disciplines have songht ways of testing objectively a student s knowledge of a snbject. A perfectly fair examination is one in which stndents are objectively and accnrately assessed with regard to their comprehension, analysis, evalnation and application of all the material with which they have been presented dnring their conrse of stndies. Mnltiple choice qnestions have been accepted as snch an objective measnre in most areas, inclnding those related to professional practice. 

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