Building the ACS Exams Anchoring Concept Content Map for Undergraduate ChemistryJournal of Chemical Education
Publication VersionPublished Version
AbstractThe 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.
Copyright OwnerAmerican Chemical Society
Citation InformationKristen L. Murphy, Thomas Holme, April Zenisky and Karen Knauss. "Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry" Journal of Chemical Education Vol. 89 Iss. 6 (2012) p. 715 - 720
Available at: http://works.bepress.com/thomas_holme/12/