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Article
Using Structural Equation Modeling To Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey
Journal of Chemical Education
  • Jeffrey R. Raker, Iowa State University
  • Mary Emenike, Rutgers University - New Brunswick/Piscataway
  • Thomas Holme, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2013
DOI
10.1021/ed300636m
Abstract
Chemistry departments have felt pressure in recent years to produce quality data on student achievement of learning outcomes. External (e.g., accreditation agencies) and internal (e.g., academic deans) entities are demanding regular review of student achievement. It is thus necessary for the chemistry community to develop valid and reliable instruments to assess student learning. With chemistry faculty members’ integration into assessment practices, it is important that these faculty members have a sufficient understanding of the quality of and limitations to the interpretation of assessment data. As part of a larger national survey, 1505 chemistry faculty members from a diverse array of postsecondary institutions and teaching experience responded to a series of questions regarding their familiarity with assessment terminology. Advanced confirmatory factor analysis was conducted via structural equation modeling to represent an overall structure of faculty members’ assessment knowledge.
Comments

Reprinted (adapted) with permission from J. Chem. Educ., 2013, 90 (8), pp 981–987. Copyright 2013 American Chemical Society.

Copyright Owner
American Chemical Society
Language
en
File Format
application/pdf
Citation Information
Jeffrey R. Raker, Mary Emenike and Thomas Holme. "Using Structural Equation Modeling To Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey" Journal of Chemical Education Vol. 90 Iss. 8 (2013) p. 981 - 987
Available at: http://works.bepress.com/thomas_holme/15/