As technology continues to make information and facts readily accessible, the importance of understanding the context of the information and demonstrating how to use it appropriately will provide better indications of learning than factual recall. This chapter examines the manner in which curriculum and assessment reforms are moving toward promotion of student skill development beyond traditional content knowledge recall. A discussion of the current state of non-content skill assessment in chemistry is presented noting in particular that instructor interest in non-content aspects of learning appears to outpace the measurement of them. Additionally, the chapter presents data from a national survey. These data were used to understand the relative importance of non-content goals and skills in the general chemistry classroom. How these data will inform future efforts to create appropriate formative and summative assessments of goals and skills beyond content knowledge is also discussed.
Available at: http://works.bepress.com/thomas_holme/4/