Developing a Student Centered Assessment for General Chemistry

化学(12)这个项目正在为普通化学开发一套有效和可靠的替代评估，称为创造性练习(CES)，它提供了问题的主干，但不是问题，然后要求学生就问题生成尽可能多的独立正确的陈述。因此，学生决定哪些陈述与原始提示有关，哪些是正确和明确的，哪些是与普通化学中呈现的材料有关的。CES有可能让学生参与其他形式的评估，这可能会促进学习保持和缓解考试焦虑，并为教师提供关于学生如何表现他们对化学的理解的额外衡量标准。在佐治亚州五所不同的学院和大学，CES正在被整合到普通化学课程的考试中，分两次反复研究和改进这些项目，它们的实施，以及如何可靠地评分。本研究包括对普通化学CES评价学生学习的效度、信度和偏倚的研究。此外，该项目正在调查使用CES的潜在好处。为了更好地了解CES如何测量学生的理解能力，该项目还对CES测量的学生理解与学生如何使用概念图表示他们的理解之间的关联进行了平行调查，以探索假设认知建构主义模型的学生的图式。正在开发的资源包括一套心理测量学上合理的评估和评分标准。这些资源通过同行评议的出版物、在专业会议上的演讲和以化学教学材料为特色的在线数据库与教育工作者共享。该项目还为STEM教职员工举办讲习班，在该项目第三年的夏季期间，在五个合作机构中的每一个机构中介绍替代评估。

Chemistry (12)This project is developing a set of valid and reliable alternative assessments for general chemistry called Creative Exercises (CEs), which provide the stem of a problem but not the question, and then ask the student to generate as many independent correct statements about the problem as possible. The student therefore determines what statements are related to the original prompt, that are correct and distinct, and that are also relevant to the material presented in general chemistry. CEs hold the potential to engage students in alternative forms of assessment that may promote learning retention and mitigate test anxiety, and to provide instructors with additional measures of how students represent their understanding of chemistry. The CEs are being integrated into exams in general chemistry courses at five different colleges and universities in Georgia, with two iterations of studying and improving the items, their implementation, and how to score them reliably. The research includes the study of validity, reliability and bias in assessing student learning via CEs in general chemistry. Additionally, the project is investigating potential benefits of the use of CEs. To better understand how the CEs measure students' understanding, the project is also conducting a parallel investigation of the associations between student understanding as measured by the CEs and how students represent their understanding using concept maps, to probe students' schemata assuming a cognitive constructivist model. The resources being developed include a psychometrically sound set of assessments and rubrics for scoring them. These resources are being shared with educators through peer-reviewed publications, presentations at professional meetings, and online databases that feature materials for chemistry instruction. The project is also offering workshops for STEM faculty presenting alternative assessments at each of the five collaborating institutions during the summer of the third year of the project.