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ERIC Number: EJ908003
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1756-1108
Investigating the Relationship between Faculty Cognitive Expectations about Learning Chemistry and the Construction of Exam Questions
Sanabria-Rios, David; Bretz, Stacey Lowery
Chemistry Education Research and Practice, v11 n3 p212-217 2010
We have investigated chemistry faculty's cognitive expectations about learning chemistry and their influence upon the construction of exam questions in a general chemistry curriculum. Faculty cognitive expectations for learning chemistry were measured using QUIMX. Learning objectives and exam questions for a year-long general chemistry sequence were classified according to Bloom's Cognitive Taxonomy and the Expanded Framework for Analyzing General Chemistry Exams. Analyses revealed correlations between learning objectives and the type of exam questions. Faculty cognitive expectations correlate with the algorithmic or conceptual nature of exam. The findings suggest that incorporating more conceptual assessment requires faculty to articulate explicitly their cognitive expectations and integrate them into the writing of learning objectives. (Contains 7 tables.)
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A