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Article
A Valid and Reliable Instrument for Cognitive Complexity Rating Assignment of Chemistry Exam Items
Journal of Chemical Education
  • Karen Knaus, University of Colorado Denver
  • Kristen Murphy, University of Wisconsin - Milwaukee
  • Anja Blecking, University of Wisconsin - Milwaukee
  • Thomas Holme, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2011
DOI
10.1021/ed900070y
Abstract
The design and use of a valid and reliable instrument for the assignment of cognitive complexity ratings to chemistry exam items is described in this paper. Use of such an instrument provides a simple method to quantify the cognitive demands of chemistry exam items. Instrument validity was established in two different ways: statistically significant correlations between expert-based cognitive complexity ratings and student performance (as measured through statistical difficulty of items), and statistically significant correlations between expert-based cognitive complexity ratings and student mental effort ratings. Key benefits associated with instrument use include an enhanced understanding of the cognitive complexity of chemistry assessment tasks and as a means for characterizing exam content for the measurement of cognitive development.
Comments

Reprinted (adapted) with permission from J. Chem. Educ., 2011, 88 (5), pp 554–560. Copyright 2011 American Chemical Society.

Copyright Owner
American Chemical Society
Language
en
File Format
application/pdf
Citation Information
Karen Knaus, Kristen Murphy, Anja Blecking and Thomas Holme. "A Valid and Reliable Instrument for Cognitive Complexity Rating Assignment of Chemistry Exam Items" Journal of Chemical Education Vol. 88 Iss. 5 (2011) p. 554 - 560
Available at: http://works.bepress.com/thomas_holme/23/