Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Series

Higher Education

Iowa State University

Organic chemistry

Publication Year

Articles 1 - 4 of 4

Full-Text Articles in Education

Improving Instructional Design With Better Analysis Of Assessment Data, Kristen L. Murphy, Thomas Holme Jan 2014

Improving Instructional Design With Better Analysis Of Assessment Data, Kristen L. Murphy, Thomas Holme

Chemistry Publications

As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student performance within these becomes increasingly important. The Examinations Institute of the American Chemical Society (ACS), Division of Chemical Education, has recently published content maps that utilise a structure of subdiscipline-independent fundamental concepts narrowing down to content details that are specific to subdisciplines. This structure has then been utilised to align items and can be used to assess student performance throughout a program. Learning objectives that are designed for a course can then ...


The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Ii: Organic Chemistry, Jeffrey R. Raker, Thomas Holme, Kristen L. Murphy Jan 2013

The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Ii: Organic Chemistry, Jeffrey R. Raker, Thomas Holme, Kristen L. Murphy

Chemistry Publications

As a way to assist chemistry departments with programmatic assessment of undergraduate chemistry curricula, the ACS Examinations Institute is devising a map of the content taught throughout the undergraduate curriculum. The structure of the map is hierarchal, with large grain size at the top and more content detail as one moves “down” the levels of the map, of which there are four levels total. This paper presents these four levels of the map with reference to second-year, organic chemistry.


Adaptation Of An Instrument For Measuring The Cognitive Complexity Of Organic Chemistry Exam Items, Jeffrey R. Raker, Jaclyn M. Trate, Thomas Holme, Kristen Murphy Jan 2013

Adaptation Of An Instrument For Measuring The Cognitive Complexity Of Organic Chemistry Exam Items, Jeffrey R. Raker, Jaclyn M. Trate, Thomas Holme, Kristen Murphy

Chemistry Publications

Experts use their domain expertise and knowledge of examinees’ ability levels as they write test items. The expert test writer can then estimate the difficulty of the test items subjectively. However, an objective method for assigning difficulty to a test item would capture the cognitive demands imposed on the examinee as well as be assignable by any domain expert familiar with the examinee group. One such instrument for assigning objective complexity of general chemistry exam items has already been reported. A revised instrument for assigning objective complexity of organic chemistry exam items is presented including the reliability and validity studies ...


A Historical Analysis Of The Curriculum Of Organic Chemistry Using Acs Exams As Artifacts, Jeffrey R. Raker, Thomas Holme Jan 2013

A Historical Analysis Of The Curriculum Of Organic Chemistry Using Acs Exams As Artifacts, Jeffrey R. Raker, Thomas Holme

Chemistry Publications

Standardized examinations, such as those developed and disseminated by the ACS Examinations Institute, are artifacts of the teaching of a course and over time may provide a historical perspective on how curricula have changed and evolved. This study investigated changes in organic chemistry curricula across a 60-year period by evaluating 18 ACS Organic Chemistry Exams through the lenses of problem-type, visualization use, content covered, and percentile rankings. For all lenses, the early 1970s emerged as a focal point for change and stabilization of the organic chemistry curricula.