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ERIC Number: EJ1040543
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: 25
ISSN: EISSN-1832-8342
Improving Instructional Design with Better Analysis of Assessment Data
Murphy, Kristen L.; Holme, Thomas A.
Journal of Learning Design, v7 n2 p28-46 2014
As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student performance within these becomes increasingly important. The Examinations Institute of the American Chemical Society (ACS), Division of Chemical Education, has recently published content maps that utilise a structure of subdiscipline-independent fundamental concepts narrowing down to content details that are specific to subdisciplines. This structure has then been utilised to align items and can be used to assess student performance throughout a program. Learning objectives that are designed for a course can then be aligned to the framework and used to gauge student learning within a course or across a program. One key to making well-informed instructional decisions is to obtain as much valid information from such assessment work as possible. This paper describes the combination of using a rubric for assigning complexity with student performance to gauge achieving learning objectives that are aligned to fundamental concepts in the content maps in general chemistry and organic chemistry. It can be argued that information in these forms can provide useful guidance for designing improved instruction.
Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: DUE 071779