Adaptation of an instrument for measuring the cognitive complexity of organic chemistry exam items

Citation data:

Journal of Chemical Education, ISSN: 0021-9584, Vol: 90, Issue: 10, Page: 1290-1295

Publication Year:
2013
Usage 320
Abstract Views 252
Downloads 54
Link-outs 14
Captures 29
Readers 23
Exports-Saves 6
Social Media 1
Tweets 1
Citations 9
Citation Indexes 9
Repository URL:
https://lib.dr.iastate.edu/chem_pubs/433; https://works.bepress.com/thomas_holme/8
DOI:
10.1021/ed400373c
Author(s):
Raker, Jeffrey R.; Trate, Jaclyn M.; Holme, Thomas; Murphy, Kristen
Publisher(s):
American Chemical Society (ACS); American Chemical Society and Division of Chemical Education, Inc.
Tags:
Chemistry; Social Sciences; testing/assessment; organic chemistry; chemical education research
Most Recent Tweet View All Tweets
article description
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 assignable by any domain expert familiar with the examinee group. One such instrument for assigning objective complexity of general chemistry exam items has already been reported. A revised instrument for assigning objective complexity of organic chemistry exam items is presented including the reliability and validity studies of the rubric. © 2013 The American Chemical Society and Division of Chemical Education, Inc.