Application of Evidence-Centered Assessment Design to the Advanced Placement Redesign: A Graphic Restatement

Bejar, Isaac I.

doi:10.1080/08957347.2010.510969

Cited by 2 publications

(1 citation statement)

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“…While aimed at K–12 education, the recently released National Research Council report A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts and Core Ideas , represents perhaps the most comprehensive example of this form of content mapping. At the same time, The College Board has been undertaking an extensive content mapping project aimed at revising the nature of advanced placement (AP) exams, , including chemistry . It is also worth noting that a community of biochemistry educators has proposed a “big ideas” map for that topic …”

Section: Process and Literature Reviewmentioning

confidence: 99%

Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry

et al. 2012

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The ability to coherently assess content knowledge throughout an entire undergraduate career represents a significant advantage for programmatic assessment strategies. Chemistry, as a discipline, has an unusual tool in this regard because of the nationally standardized exams from the ACS Exams Institute. These exams are norm-referenced and allow chemistry departments to make comparisons between the performance of their own students relative to national samples; however, currently there appears to be no systematic means for noting students' content knowledge growth over a four-year degree. The Exams Institute is undertaking the task of organizing content along an anchoring concept or "big ideas" framework to facilitate this type of analysis.

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