Assessment of Student Performance on Core Concepts in Organic Chemistry

Autor/inn/en	Farhat, Naha J.; Stanford, Courtney; Ruder, Suzanne M.
Titel	Assessment of Student Performance on Core Concepts in Organic Chemistry
Quelle	In: Journal of Chemical Education, 96 (2019) 5, S.865-872 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stanford, Courtney) ORCID (Ruder, Suzanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00913
Schlagwörter	Organic Chemistry; Teaching Methods; Science Instruction; Science Tests; Scientific Concepts; Scores; Longitudinal Studies; Error Patterns; Item Analysis; Test Items; Misconceptions; Undergraduate Students + Suchen Sie Ihr Suchwort? Organische Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fehlertyp; Itemanalyse; Test content; Testaufgabe; Missverständnis
Abstract	Assessments can provide instructors and students with valuable information regarding student's level of knowledge and understanding, in order to improve both teaching and learning. In this study, we analyzed departmental assessment quizzes given to students at the start of Organic Chemistry 2, over an eight year period. This assessment quiz was designed to test students on core concepts from Organic Chemistry 1 that require the use of symbolic representations, such as drawing Lewis structures and using curved arrows. Using statistical analysis, it was found that students performed significantly lower than expected on the assessment quiz, and there was no significant difference in scores on the quiz over the eight years analyzed. Analysis of each individual question revealed that approximately one-third of the students made mistakes when converting a condensed formula or a chemical name to a chemical structure. For questions that involved more detailed answers such as drawing structures and showing simple mechanisms, approximately 95% of the students made errors. (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	2020/1/01