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Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry
Journal of Chemical Education
  • Kristen L. Murphy, University of Wisconsin - Milwaukee
  • Thomas Holme, Iowa State University
  • April Zenisky, University of Massachusetts - Amherst
  • Karen Knauss, University of Colorado Denver
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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.

This article is from Journal of Chemical Education 89 (2012): 715, doi:10.1021/ed300049w. Posted with permission.

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American Chemical Society
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Kristen 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
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