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ERIC Number: EJ1028695
Record Type: Journal
Publication Date: 2013-Aug
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0021-9584
Using Structural Equation Modeling to Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey
Raker, Jeffrey R.; Emenike, Mary E.; Holme, Thomas A.
Journal of Chemical Education, v90 n8 p981-987 Aug 2013
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.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A