Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 3 |
Descriptor
Test Reliability | 3 |
Test Validity | 3 |
Scoring Rubrics | 2 |
Test Items | 2 |
Chemistry | 1 |
Cognitive Tests | 1 |
College Science | 1 |
Difficulty Level | 1 |
Evaluation Methods | 1 |
Gender Differences | 1 |
Inquiry | 1 |
More ▼ |
Source
Journal of Chemical Education | 3 |
Author
Bauer, Christopher F. | 1 |
Cole, Renee | 1 |
Corina E. Brown | 1 |
Holme, Thomas A. | 1 |
Murphy, Kristen | 1 |
Raker, Jeffrey R. | 1 |
Sachin Nedungadi | 1 |
Sue Hyeon Paek | 1 |
Trate, Jaclyn M. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 2 |
Reports - Research | 1 |
Education Level
Higher Education | 2 |
Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Sachin Nedungadi; Corina E. Brown; Sue Hyeon Paek – Journal of Chemical Education, 2022
The Fundamental Concepts for Organic Reaction Mechanisms Inventory (FC-ORMI) is a concept inventory with most items in a two-tier design in which an answer tier is followed by a reasoning tier. Statistical results provided strong evidence for the validity and reliability of the data obtained using the FC-ORMI. In this study, differential item…
Descriptors: Test Bias, Test Validity, Test Reliability, Gender Differences
Raker, Jeffrey R.; Trate, Jaclyn M.; Holme, Thomas A.; Murphy, Kristen – Journal of Chemical Education, 2013
Experts use their domain expertise and knowledge of examinees' ability levels as they write test items. The expert test writer can then estimate the difficulty of the test items subjectively. However, an objective method for assigning difficulty to a test item would capture the cognitive demands imposed on the examinee as well as be…
Descriptors: Organic Chemistry, Test Items, Item Analysis, Difficulty Level
Bauer, Christopher F.; Cole, Renee – Journal of Chemical Education, 2012
A rubric that embodies the key features of the process-oriented, guided-inquiry learning (POGIL) model was subjected to systematic study of validity and reliability. Nearly 60 college instructors used the rubric to evaluate four intentionally modified versions of an established POGIL activity. The modifications strengthened or weakened key…
Descriptors: Scoring Rubrics, Test Reliability, Science Instruction, College Science