Samples of a composite hydrogel incorporating clay (Laponite XLG and S-482) nanoparticles were prepared using N-isopropylacrylamide. The hydrogels were formed via a radical-initiated addition polymerization using potassium persulfate and N,N,N',N'-tetramethylethylenediamine. Students then measured the force required to stretch the gels and…

There are numerous benefits to answer-until-correct (AUC) approaches to multiple-choice testing, not the least of which is the straightforward allotment of partial credit. However, the benefits of granting partial credit can be tempered by the inevitable increase in test scores and by fears that such increases are further contaminated by a large…

Digital badges are emerging as an approach to offer microaccreditation for student achievements obtained in ongoing course work. They act to offer a formal recognition and framework for multiple small components which together make a significant contribution to student learning. Badges are promoted as a way of highlighting these particular…

The links students make among chemistry content is considered essential for a robust, enduring understanding in multiple learning theories. This article describes the development and implementation of an assessment technique, termed a Measure of Linked Concepts, designed to inform instructors on students' understanding of linking content…

This paper compares the performance of students at a high-performing U.S. public school (n = 64) on the advanced placement (AP) chemistry exam to their performance on the ChemQuery assessment system. The AP chemistry exam was chosen because, as the National Research Council acknowledges, it is the "perceived standard of excellence and school…

Helping students develop a sound understanding of scientific concepts can be a major challenge. Lately, learning progressions have received increasing attention as a means to support students in developing understanding of core scientific concepts. At the center of a learning progression is a sequence of developmental levels reflecting an…

The Chemical Concepts Inventory (CCI) is a multiple-choice instrument designed to assess the alternate conceptions of students in high school or first-semester college chemistry. The instrument was published in 2002 along with an analysis of its data from a test population. This study supports the initial analysis and expands on the psychometric…

This article describes the development of the Redox Concept Inventory (ROXCI) as a measure of students' understandings and confidence of both the symbolic and particulate domains of oxidation-reduction (redox) reactions. The ROXCI was created using a mixed-methods design in which the items were developed based upon themes that emerged from…

Although the effectiveness of student response systems in improving student learning is inconclusive, clickers can be used to create a positive learning environment in the classroom, which can help increase student achievement. With the use of clickers, students showed modest improvements in their performance in conceptual summative assessments.…

A station-based laboratory practical exam for first-year high school chemistry students is described. Students move individually through six stations meant to authentically assess both basic lab skills and problem-solving skills utilized throughout the year. The exam can be completed in an approximately 85 min lab period and can be easily adapted…

Describes a self-paced high school chemistry program and its development over a 14 year period. Reviews the major evolution decisions resulting in the course as it is structured presently. (Author/SA)

Describes a reading assessment technique (different from most reading level evaluations) involving identification of the concepts for study, categorizing the statements about the concept, and analysis both within and between texts. Analysis allows teacher to make judgments relating to convenient order of concepts, rate of development, and…

Laboratory exercises from five chemistry curricula were examined to determine organization (integration of laboratory work with other parts of a course) and tasks required of students (assessed in terms of inquiry skills and behaviors required for the laboratory work). Implications and suggestions for instruction are included. (Author/JN)