Introductory Chemistry (CHM130) instructors have been using a pre/post test at the beginning and end of the semester in the hope of using the data to determine how conceptual understanding changes as a result of instruction. The original test was not personalized to the curriculum with several topics not even addressed and as a result it was insufficient for detecting student misconceptions. A new Concept Inventory (EMCCi) was developed, thanks to an EMCC learning grant, that was personalized to the CHM130 curriculum. Analysis of the main topics taught allowed for much better alignment of questions in the test. Several of the questions also had a follow up question that was designed to help determine why the students chose that particular answer. This is beneficial as it helps confirm not only what the students have learned through out the semester, but it is also giving us insight into why they are choosing the answers that they do. This new test will provide valuable data that that can be looked at through educational analytics. These statistical tests will provide unbiased feedback that allow for critical evaluation of the course. Analytics in a seperate CATS
I like how the "what is the reason for you answer in ...?" each item forces the student to justify thier answer ensuring they understand the concept. Well done.
I agree! This is really interesting!
This is a great way to see what students understand and don't understand. More exams should be this way.
Thank you for sharing.
I am excited about this, we are looking at doing pre/post tests in all of the SLPA classes in the program. Future CATS!
This is a simple, yet effective way to foster meta-cognition, too. Thanks for sharing!