Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry
Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry
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构建本科化学 ACS 考试锚定概念内容图
DOI：
10.1021/ed300049w
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发表时间：
2012
影响因子：
3
通讯作者：
K. Knaus
中科院分区：
文献类型：
--
作者：
K. L. Murphy;T. Holme;April L. Zenisky;Heather Anne Caruthers;K. Knaus
在整个本科生涯中连贯地评估内容知识的能力代表了程序化评估策略的显着优势。化学作为一门学科，在这方面拥有一个不寻常的工具，因为 ACS 考试研究所提供了国家标准化考试。这些考试是参考标准的，允许化学系将自己学生的表现与全国样本进行比较；然而，目前似乎没有系统的方法来记录学生在四年制学位课程中内容知识的增长。考试协会正在承担按照锚定概念或“大思想”框架组织内容的任务，以促进此类分析。
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.