Validating Chemistry Faculty Members’ Self-Reported Familiarity with Assessment Terminology Emenike, Mary Raker, Jeffrey Holme, Thomas Holme, Thomas
dc.contributor.department Chemistry 2018-02-17T08:15:13.000 2020-06-30T01:20:05Z 2020-06-30T01:20:05Z Tue Jan 01 00:00:00 UTC 2013 2013-01-01
dc.description.abstract <p>With the increasing emphasis placed upon chemistry instructors and departments to assess and evaluate their courses and curricula, understanding the structure of chemistry faculty members’ knowledge and use of assessment terms and concepts can shed light on potential areas for targeted professional development. Survey research that might accomplish this objective often relies on self-reported responses from the target audience, and such information is sometimes difficult to assess in terms of validity. As an example of an internal mechanism to help establish validity, it is possible to include an “internal standard” item early in the survey. For the sake of understanding faculty members’ familiarity with assessment terminology, an item that asked participants to identify analogous pairs of terms comparing assessment measures (<em>assessment validity</em> and <em>assessment reliability</em>) to laboratory measures (<em>accuracy</em> and <em>precision</em>) served this purpose. Using ordered logistic regression, participants who answered the analogy question completely correctly were more likely to report higher levels of familiarity with the assessment terms. Because the self-reported data appears to be valid, these data can be further used in subsequent analyses in order to determine the general familiarity trends among chemistry faculty regarding assessment terminology.</p>
dc.description.comments <p>Reprinted (adapted) with permission from J. Chem. Educ., 2013, 90 (9), pp 1130–1136. Copyright 2013 American Chemical Society.</p>
dc.format.mimetype application/pdf
dc.identifier archive/
dc.identifier.articleid 1442
dc.identifier.contextkey 7931792
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath chem_pubs/427
dc.language.iso en
dc.source.bitstream archive/|||Sat Jan 15 00:13:59 UTC 2022
dc.source.bitstream archive/|||Sat Jan 15 00:14:01 UTC 2022
dc.source.uri 10.1021/ed400094j
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Educational Assessment, Evaluation, and Research
dc.subject.disciplines Higher Education
dc.subject.disciplines Other Chemistry
dc.subject.disciplines Science and Mathematics Education
dc.subject.keywords first-year undergraduate/general
dc.subject.keywords second-year undergraduate
dc.subject.keywords upper-division undergraduate
dc.subject.keywords chemical education research
dc.subject.keywords interdisciplinary/multidisciplinary
dc.subject.keywords testing/assessment
dc.title Validating Chemistry Faculty Members’ Self-Reported Familiarity with Assessment Terminology
dc.type article
dc.type.genre article
dspace.entity.type Publication
relation.isAuthorOfPublication adb02cee-6393-48a4-a53c-dbd1002b5ac9
relation.isOrgUnitOfPublication 42864f6e-7a3d-4be3-8b5a-0ae3c3830a11
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