ERIC Number: EJ1031938
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: N/A
What Does a Student Know Who Earns a Top Score on the Advanced Placement Chemistry Exam?
Claesgens, Jennifer; Daubenmire, Paul L.; Scalise, Kathleen M.; Balicki, Scott; Gochyyev, Perman; Stacy, Angelica M.
Journal of Chemical Education, v91 n4 p472-479 Apr 2014
This paper compares the performance of students at a high-performing U.S. public school (n = 64) on the advanced placement (AP) chemistry exam to their performance on the ChemQuery assessment system. The AP chemistry exam was chosen because, as the National Research Council acknowledges, it is the "perceived standard of excellence and school quality". In contrast to the nationally recognized AP chemistry exam, the ChemQuery assessment system is a research tool that uses item-response theory to map student progress on a scale of conceptual understanding in chemistry. Our findings indicate that the two types of assessments, traditional problem-solving skills and conceptual understanding, are highly correlated as measured here. However, student performance on the ChemQuery assessment is disappointingly low. On the basis of the data analysis, this paper discusses the implications of the findings with a focus on the current efforts to redesign the AP chemistry exam.
Descriptors: Science Instruction, Chemistry, Advanced Placement, Science Tests, Standardized Tests, Evaluation Methods, Problem Solving, Scientific Concepts, Concept Formation, Correlation, Science Achievement, High School Students, Secondary School Science
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: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A