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ERIC Number: EJ1036329
Record Type: Journal
Publication Date: 2014-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-0021-9584
The Development of the Redox Concept Inventory as a Measure of Students' Symbolic and Particulate Redox Understandings and Confidence
Brandriet, Alexandra R.; Bretz, Stacey Lowery
Journal of Chemical Education, v91 n8 p1132-1144 Aug 2014
This article describes the development of the Redox Concept Inventory (ROXCI) as a measure of students' understandings and confidence of both the symbolic and particulate domains of oxidation-reduction (redox) reactions. The ROXCI was created using a mixed-methods design in which the items were developed based upon themes that emerged from the analysis of semi-structured student interviews. The final version of the ROXCI was administered to first- and second-semester general chemistry students post-instruction and post-assessment on redox chemistry. The results include qualitative and quantitative evidence for the content, response process, and association types validity of the data, as well as individual item function and descriptive statistics for each student sample. In conjunction with the validity evidence, reliability was evaluated via a test-retest study. This included the results of the stability of (i) the total scores and average confidence; (ii) the difficulty and discrimination indices per item; and (iii) the students' multiple-choice responses. In addition to the evidence for validity and reliability, results from the ROXCI regarding students' understandings and confidence about redox concepts are discussed, including students' misconceptions about oxidation numbers, the surface features of chemical equations, electron transfer, the role of the spectator ion, the dynamic reaction process, electrostatic interactions, and bonding. Implications for teaching and learning are discussed.
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: Secondary Education; High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 0733642