Contrasting the expectations for student understanding of chemistry with levels achieved: a brief case-study of student nurses

Scalise, Kathleen; Claesgens, Jennifer; Wilson, Mark; Stacy, Angelica M.

doi:10.1039/b5rp90022k

Cited by 15 publications

(24 citation statements)

References 13 publications

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“…Some aspects of these two compulsory courses in physiology were perceived as difficult by some students, a finding consistent with other similar courses (17,19). Others (5,6) have stated that knowledge of physiology was perceived by health professionals as important, essential for questioning medical decisions, and ensuring patient safety, but was limited in its undergraduate delivery.…”

Section: How We Teach: Generalizable Education Researchsupporting

confidence: 66%

Tracking undergraduate student achievement in a first-year physiology course using a cluster analysis approach

Brown

White

Power

2015

Advances in Physiology Education

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A cluster analysis data classification technique was used on assessment scores from 157 undergraduate nursing students who passed 2 successive compulsory courses in human anatomy and physiology. Student scores in five summative assessment tasks, taken in each of the courses, were used as inputs for a cluster analysis procedure. We aimed to group students into high-achieving (HA) and low-achieving (LA) clusters and to determine the ability of each summative assessment task to discriminate between HA and LA students. The two clusters identified in each semester were described as HA (n = 42) and LA (n = 115) in semester 1 (HA1 and LA1, respectively) and HA (n = 91) and LA (n = 42) in semester 2 (HA2 and LA2, respectively). In both semesters, HA and LA means for all inputs were different (all P < 0.001). Nineteen students moved from the HA1 group into the LA2 group, whereas 68 students moved from the LA1 group into the HA2 group. The overall order of importance of inputs that determined group membership was different in semester 1 compared with semester 2; in addition, the within-cluster order of importance in LA groups was different compared with HA groups. This method of analysis may 1) identify students who need extra instruction, 2) identify which assessment is more effective in discriminating between HA and LA students, and 3) provide quantitative evidence to track student achievement.

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Section: How We Teach: Generalizable Education Researchsupporting

confidence: 66%

Tracking undergraduate student achievement in a first-year physiology course using a cluster analysis approach

Brown

White

Power

2015

Advances in Physiology Education

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“…The idea that guided us when choosing the elements of knowledge to be represented in the matrix was that students who knew these elements of knowledge should have the basic knowledge expected from high school chemistry majors. The matrix is based upon elements of knowledge drawn from the ATLAS (AAAS, 2007), high school text books (e.g., Ebbing and Gammon, 2002;Zumdahl, 1989), research literature on high school chemistry (Ben-Zvi et al, 1986;Coll and Taylor, 2002;Coll and Treagust, 2001;Harrison and Treagust, 2000;Herron, 1996;Levy Nahum et al, 2006;Othman et al, 2008;Peterson et al, 1986;Scalise et al, 2006b;Taagepera and Noori, 2000;Taber, 2001;Taber and Coll, 2002;Teichert and Stacy, 2002), and verbal and written utterances made by students and teachers as they learned and taught about chemical bonding.…”

Section: Discussionmentioning

confidence: 99%

Characterizing and representing student's conceptual knowledge of chemical bonding

Yayon

Mamlok‐Naaman

Fortus

2012

Chem. Educ. Res. Pract.

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“…Therefore, these types of assessments can provide support for educators interested in moving away from a deficit model to one of dynamic development and the reweaving of ideas . While a few extant assessments in CER are explicitly linked to developmental perspectives on learning, − ,, continued efforts are needed for responding to the call for the creation of such assessments . From their inception, OMC items were created as assessment tools capable of linking student cognitive development to measured variables using Rasch modeling .…”

Section: Question 3: For What Purposes Are Omc Assessments Useful In ...mentioning

confidence: 99%

From Ideas to Items: A Primer on the Development of Ordered Multiple-Choice Items for Investigating the Progression of Learning in Higher Education STEM

et al. 2021

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Identifying effective methods of assessment and developing robust assessments are key areas of research in chemistry education. This research is needed to evaluate instructional innovations and curricular reform. In this primer, we advocate for the use of a type of assessment, ordered multiple-choice (OMC), across postsecondary chemistry. OMC assessments are grounded in a developmental perspective, which treats students' knowledge as developing in sophistication over time. This is in contrast to a dichotomous perspective, which asserts that students' knowledge is either aligned or misaligned with scientifically accepted knowledge. By drawing on a developmental perspective, OMC assessments offer insights into student understanding that can be useful for informing instruction. To that end, this primer will overview OMC assessments, illustrate their development and evaluation in two chemistry contexts, and make an argument for their utility in the chemistry education community.

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Contrasting the expectations for student understanding of chemistry with levels achieved: a brief case-study of student nurses

Cited by 15 publications

References 13 publications

Tracking undergraduate student achievement in a first-year physiology course using a cluster analysis approach

Tracking undergraduate student achievement in a first-year physiology course using a cluster analysis approach

Characterizing and representing student's conceptual knowledge of chemical bonding

From Ideas to Items: A Primer on the Development of Ordered Multiple-Choice Items for Investigating the Progression of Learning in Higher Education STEM

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