Developing a Student Centered Assessment for General Chemistry

化学（12）这个项目正在开发一套有效和可靠的替代评估一般化学称为创造性练习（CE），它提供了一个问题的根源，但不是问题，然后要求学生产生尽可能多的独立正确的陈述问题。学生因此确定哪些陈述与原始提示相关，哪些是正确的和独特的，哪些也与普通化学中呈现的材料相关。CE有可能让学生参与替代形式的评估，可以促进学习保持和减轻考试焦虑，并为教师提供学生如何代表他们对化学的理解的额外措施。在格鲁吉亚的五所不同的学院和大学，CE考试正在被整合到普通化学课程的考试中，通过两次迭代来研究和改进这些项目、它们的实施以及如何可靠地给它们打分。本研究包括普通化学实验教学评价的效度、信度和偏差研究。此外，该项目正在调查使用CE的潜在好处。为了更好地理解测试如何测量学生的理解，该项目还进行了一个平行的调查之间的联系的学生理解测试测量和学生如何表示他们的理解使用概念图，探索学生的图式假设认知建构主义模型。正在开发的资源包括一套心理测量学上健全的评估和评分规则。这些资源正在通过同行评议的出版物，在专业会议上的演讲，以及化学教学材料的在线数据库与教育工作者共享。该项目还为STEM教师提供研讨会，在项目第三年的夏季，在五个合作机构中的每一个机构提供替代评估。

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.