ERIC Number: EJ1040103
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 16
The Development of Multiple-Choice Items Consistent with the AP Chemistry Curriculum Framework to More Accurately Assess Deeper Understanding
Domyancich, John M.
Journal of Chemical Education, v91 n9 p1347-1351 Sep 2014
Multiple-choice questions are an important part of large-scale summative assessments, such as the advanced placement (AP) chemistry exam. However, past AP chemistry exam items often lacked the ability to test conceptual understanding and higher-order cognitive skills. The redesigned AP chemistry exam shows a distinctive shift in item types toward the assessment of these more advanced learning outcomes. This article describes the attributes of multiple-choice questions that assess these skills and thus coincide with the AP chemistry curriculum framework. Also, methods for updating existing questions to conform to these goals are described. From this, teachers of AP chemistry may adapt their current assessments to more accurately measure these desired learning objectives and skills.
Descriptors: Multiple Choice Tests, Science Instruction, Chemistry, Summative Evaluation, Advanced Placement, Test Validity, Cognitive Ability, Science Process Skills, Difficulty Level, Cognitive Processes, Problem Solving, College Science, Science Tests
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: email@example.com; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A