Assessing the Assessments: Development of a Tool To Evaluate Assessment Items in Chemistry According to Learning Outcomes

Schmid, Siegbert; Schultz, Madeleine; Priest, Samuel J.; O'Brien, Glennys; Pyke, Simon M.; Bridgeman, Adam J.; Lim, Kieran F.; Southam, Daniel; Bedford, Simon B; Jamie, Ian M.

doi:10.1021/bk-2016-1235.ch013

Cited by 5 publications

(1 citation statement)

References 30 publications

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“…A tool was developed and applied, which can be applied to any assessment task to test its fitness for purpose in addressing and assessing each Chemistry TLO. 34,35 From science to chemistry Many members of the Australian Chemistry community took an early and active interest in the development of the Science TLOs. This was partly because Brian himself is a chemist, but also because other chemists working in teaching and learning engaged with the Science TLO process, including Mark Buntine, then President-elect of the RACI.…”

Section: Tlos In Practicementioning

confidence: 99%

‘Transformative’: the threshold learning outcomes for science

Schultz,

Southam,

Buntine

et al. 2023

Aust. J. Chem.

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The Science Threshold Learning Outcomes (TLOs) are a consensus set of academic standards for Australian university Science education. They were developed by Prof. Brian Yates and Prof. Sue Jones, supported by Dr Jo-Anne Kelder, during 2010–2011. The co-authors of this paper are key figures in Australian Science education, and in this manuscript, we have used a reflective semi-structured interview approach to describe the process of developing the Science TLOs and consider their subsequent effect on tertiary science education in Australia. This manuscript documents Sue and Brian’s impact on science curriculum through the lenses of leadership, community and practice. We have a twofold aim: first to draw lessons for harnessing consensus in scientific communities on the value and purpose of a tertiary science education, and second to celebrate the success of these influential and impactful leaders in our community. We demonstrate how work to develop the TLOs has transformed tertiary science education in Australia.

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Section: Tlos In Practicementioning

confidence: 99%

‘Transformative’: the threshold learning outcomes for science

Schultz,

Southam,

Buntine

et al. 2023

Aust. J. Chem.

Self Cite

View full text Add to dashboard Cite

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Improving the Assessment of Transferable Skills in Chemistry Through Evaluation of Current Practice

Schultz

O'Brien

Schmid

et al. 2019

Research and Practice in Chemistry Education

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The development and assessment of transferable skills acquired by students, such as communication and teamwork, within undergraduate degrees is being increasingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demonstrate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any assessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a further example of use of the tool to inform curriculum design and pedagogy, with the goal of increasing achievement of communication and teamwork bench marks. Implications for practice in assessment design for learning are presented.

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Examining an Economics Test to Inform University Student Learning Using the Rasch Model

Chow

Shiu

2020

Rasch Measurement

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Assessing the Assessments: Development of a Tool To Evaluate Assessment Items in Chemistry According to Learning Outcomes

Cited by 5 publications

References 30 publications

‘Transformative’: the threshold learning outcomes for science

‘Transformative’: the threshold learning outcomes for science

Improving the Assessment of Transferable Skills in Chemistry Through Evaluation of Current Practice

Examining an Economics Test to Inform University Student Learning Using the Rasch Model

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