Assessing chemistry one class at a time

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Science  11 Sep 2015:
Vol. 349, Issue 6253, pp. 1179-1180
DOI: 10.1126/science.349.6253.1179-g

Before changes in a curriculum can be proposed, it is necessary to assess the current state of the course. Fox and Roehrig did exactly that when surveying undergraduate physical chemistry courses in the United States. Data were collected about issues such as depth versus breadth of content, types of assessments, teacher preparation, and beliefs about the challenging nature of physical chemistry, allowing more-informed decisions to be made about the future of physical chemistry education. Two main themes uncovered by the survey, “how can instructors clearly translate learning goals into assessments” and “how can instructors gain more teacher preparation experience,” are relevant to all science disciplines and can be used as a starting point for future science education research.

J. Chem. Edu. 10.1021/acs.jchemed.5b00070 (2015).

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