A Performance-Based Assessment for Limiting Reactants

被引：11

作者：

Walker, Joi Phelps ^{[1
]}

Sampson, Victor ^{[2
]}

Zimmerman, Carol O. ^{[1
]}

Grooms, Jonathon A. ^{[3
]}

机构：

[1] Tallahassee Community Coll, Div Sci & Math, Tallahassee, FL 32304 USA

[2] Florida State Univ, Sch Teacher Educ, Tallahassee, FL 32314 USA

[3] Florida State Univ, Off Sci Teaching Act, Tallahassee, FL 32314 USA

来源：

JOURNAL OF CHEMICAL EDUCATION | 2011年 / 88卷 / 09期

关键词：

First-Year Undergraduate/General; Chemical Education Research; Demonstrations; Laboratory Instruction;

D O I：

10.1021/ed1006629

中图分类号：

O6 [化学];

学科分类号：

0703 ;

摘要：

Educators are increasingly being called upon to provide evidence of student learning. Traditional assessments are not always the best venue for demonstrating conceptual understanding, particularly in science. This paper presents details on the design, use, and scoring of a performance-based assessment for measuring student understanding of limiting reactants. The authors encountered a variety of challenges in the process of designing the performance-based assessment; these are described as well.

引用

页码：1243 / 1246

页数：4

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