Assessing Student Learning in a Rapidly Changing Environment: Laboratories and Exams

Harwood, C.J.; Meyer, Jeanne; Towns, Marcy H.

doi:10.1021/acs.jchemed.0c00651

Cited by 13 publications

(12 citation statements)

References 11 publications

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“…Other approaches not traditionally used in distance education that were employed for remote delivery of laboratories during the onset of the COVID-19 pandemic included students’ synchronous viewing of experiments performed by technical staff, asynchronous viewing of video recordings of the experiment completion, ,,,,− provision of mock data, ,,,,, and replacement of traditional laboratories with assignments and guided learning exercises. ,,,,,,,,− …”

Section: Introductionmentioning

confidence: 99%

Student Perceptions of Remote Chemistry Laboratory Delivery Models

Accettone

2021

J. Chem. Educ.

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The COVID-19 pandemic of Spring 2020 saw chemistry instructors across the globe working to deliver traditional hands-on laboratory learning within a remote learning environment. This study focused on the student perspective on remote laboratory delivery models across 13 Fall 2020 chemistry courses with students from all four years of undergraduate study and varying declared majors. For those students who were able to experience in-person laboratory experiments, the majority indicated that they were of high value to their overall learning experience. Specifically, the students noted that the value of the in-person experiential laboratory learning was tied to their ability to learn and practice their technical skills while putting the theory learned in class into practical context and application. Remote laboratory alternatives in the form of video-recorded experiments and online simulations were seen to be less valuable to the overall student learning experience. While students indicated that they highly valued in-person laboratory experiences and would like to see them continually implemented within their learning experiences, careful design and implementation of remote alternatives may provide meaningful alternatives when in-person laboratory instruction is not possible or perhaps enhance already existing laboratory curricula.

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Section: Introductionmentioning

confidence: 99%

Student Perceptions of Remote Chemistry Laboratory Delivery Models

Accettone

2021

J. Chem. Educ.

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“…Some chose to replace high stakes assessments with other assignments. 13 Others maintained the structure and logistical details for exams, quizzes, and homework assignments that were shifted online, but added security measures such as stringent availability windows 14 or modified the question format. 15 describing testing in the spring 2020 include accounts of what happened when recommended best practices, such as administering questions from a test bank, 16 were hastily implemented.…”

Section: ■ Introductionmentioning

confidence: 99%

Evaluating and Improving Questions on an Unproctored Online General Chemistry Exam

2022

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Administering exams in large enrollment courses is challenging and systems in place for accomplishing this task were upended in the spring of 2020 when a sudden transformation to online instruction and testing occurred due to the COVID-19 pandemic. In the following year, when courses remained online, approaches to improve exam security included measures like using test banks and reducing the allotted time for completing exams to reduce the sharing of information. A psychometric comparison using classical test theory of an unproctored online exam with one delivered in-person indicates both have comparable reliability. However, item-level analysis demonstrates some questions performed higher in the unproctored setting, with an important variable being the item’s searchability online. Revising questions to increase generalizability and reduce searchability mitigate these performance differences. Further, changing the format for questions involving calculations from multiple-choice to open response with random number generation was found to increase difficulty and item discrimination and is a viable approach for improving exam security.

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“…In addition to learning, the evaluation process is also of course carried out online. The evaluation process must be able to measure the ability of students to master the concepts taught, one of which is the subject of alkanes in organic chemistry courses Harwood, Meyer, and Towns (2020). A test instrument will be able to properly measure student abilities, if the test is declared empirically feasible Winarti and Mubarak (2019).…”

Section: Introductionmentioning

confidence: 99%

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

Mulyanti

Suwahono

Setiowati

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to test the feasibility of the test instrument as a measuring tool for student knowledge of alkane compounds in the online form of 15 multiple choice questions on the concept of characteristics, physical properties, and nomenclature of alkanes. The questions were tested on 85 students who had studied the subject of alkanes. The feasibility analysis includes the level of problem difficulty, construct validity, content validity, and reliability. The results of the analysis show that the items developed are feasible according to the Rasch model.

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Assessing Student Learning in a Rapidly Changing Environment: Laboratories and Exams

Cited by 13 publications

References 11 publications

Student Perceptions of Remote Chemistry Laboratory Delivery Models

Student Perceptions of Remote Chemistry Laboratory Delivery Models

Evaluating and Improving Questions on an Unproctored Online General Chemistry Exam

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

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