Does linking help? Effects and student perceptions of a learner-centered assessment implemented in introductory chemistry

Abstract

This study developed and implemented a learner-centered assessment named Creative Exercises (CEs) in introductory chemistry courses at a four-year university and a two-year community college. CEs were developed and implemented as an intervention for treatment groups. The control groups only used traditional assessments such as multiple-choice and short-answer questions. A mixed-methods approach was employed for evaluating the effectiveness of CEs in improving student learning and performance. First, quantitative data included student exam scores, DFW rates, and percentages of letter grades were analyzed and compared between treatment and control groups. Second, student responses to CEs were coded as chemistry concepts and then organized into chemistry topics. A series of visual maps were plotted to show students’ linking of chemistry topics and progress made throughout the semester. Lastly, student perceptions of the use of CEs were investigatedviaa free-response survey. Quantitative results showed that CEs improved students’ academic performance and retention in introductory chemistry courses at both college settings. The implementation at the two settings indicated that the frequency and quality of the use of CEs might impact the effectiveness. The results from qualitative data analyses converged with the positive effects of CEs. Students were able to connect prior and newly-learned topics in response to CEs and made progress on linking more topics over time. Open coding of the free-response survey data identified four themes explaining why the use of CEs helped students: knowledge integration, conceptual understanding, flexibility, and more effective study habits. Best practices for implementation of learner-centered assessments learned in this study and future directions for research are discussed.

Where Does CER Stand on Diversity, Equity, and Inclusion? Insights from a Literature Review

“…We observe that most studies were undergraduate-focused, some were high school-focused, and only a few were conducted at graduate and professional levels (Figure ). Contexts that were least studied were two-year colleges and informal chemistry education, with a few notable exceptions. ,− In order to identify challenges to equity and advance DEI, it is important to connect findings across various educational levels and spaces. Also, many students from historically minoritized groups, first generation students, and former and present emerging multilingual students are enrolled in two-year colleges, − which provides a strong rationale for this research.…”

“…Contexts that were least studied were two-year colleges and informal chemistry education, with a few notable exceptions. ,− In order to identify challenges to equity and advance DEI, it is important to connect findings across various educational levels and spaces. Also, many students from historically minoritized groups, first generation students, and former and present emerging multilingual students are enrolled in two-year colleges, − which provides a strong rationale for this research. Thus, we suggest that CER should investigate DEI challenges in two-year colleges and informal chemistry education as well as at graduate and professional levels.…”

Insights into Student Cognition: Creative Exercises as an Evaluation Tool in Undergraduate First-year Organic Chemistry

“…Ye and Lewis (2014) extended this study to a larger sample and specifically delved into how CEs could demonstrate linking of concepts by coding responses to specific and relevant subtopics to identify trends. Gilewski, Mallory, Sandoval, Litvak and Ye (2019) further implemented CEs in a comparative study against traditional assessments such as multiple choice and short answer questions. They found that the groups attempting CEs achieved a higher average score than the control group on every exam compared (Gilewski et al, 2019).…”

“…Gilewski, Mallory, Sandoval, Litvak and Ye (2019) further implemented CEs in a comparative study against traditional assessments such as multiple choice and short answer questions. They found that the groups attempting CEs achieved a higher average score than the control group on every exam compared (Gilewski et al, 2019). Student linking of chemistry concepts was also explored in greater detail, where links were quantitatively analysed and used to produce novel visual maps of related ideas.…”

“…It is believed that for these more complex concepts, students were not likely to attempt them unless they were confident about it, as it would be safer to use their time to talk about more straightforward concepts. Previous iterations of CEs (Ye & Lewis, 2014;Warfa & Odowa, 2015;Gilewski 2019) had explicit wording about how many statements would be required to score full marks, which certainly would have affected which concepts students mentioned.…”