CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
QCC COURSE ASSESSMENT FORM
Date: 05/29/2013
Department:
Chemistry
Course:
CH- 103 Chemistry and the Arts
Curriculum or Curricula: AM1, DA2, LA1
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
This course offers a general background in the connections between Chemistry and the Arts for
students whose interests are at the interface of the two disciplines. The unique feature of this
course is that the lecture covers the theoretical foundation of the chemical processes pertinent to
the techniques that artists routinely employ in their trade. Lectures and class demonstrations are
intended to introduce non-science majors to the relevance of chemistry.
Students who successfully complete this course will have a fundamental understanding of their
methodology and the materials they use. Students will also be introduced to the science of art
preservation and conservation.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1
and 2:
Curricular objectives addressed by this course:
1. Observe, analyze and solve problems of arts conservation (AM1).
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decision (LA1).
3. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life (LA1).
4. Employ concepts and methods of the natural and physical sciences to make informed
judgments (LA1).
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
General educational objectives addressed by this course: Select from
objective’s preceding list.
ID number
from list
(1-10)
2. Use analytical reasoning to identify issues or problems and evaluate evidence
in order to make informed decisions.
3. Reason quantitatively and mathematically as required in their fields of interest
and in everyday life.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Students will learn the
theory of light and color.
a. Students will learn the relationship between light and color.
b. Students will understand the bending, absorption, and
reflection of light.
c. Students will study the electromagnetic spectrum and focus
on the visible light spectrum.
d. Students will understand the relation among energy,
wavelength, and color.
e. Students will be able to differentiate between luminous and
illuminated objects.
f. Students will explore the relationship between color and
excited atoms.
2. Students will study and
a. Students will understand the difference between additive and
understand the theory of color
subtractive color mixing.
mixing.
b. Students will be able to interpret graphical representation of
the theory of subtractive color mixing.
3. Student will demonstrate
understanding of the periodic
table of elements, compounds
and chemical equations.
a. Students will learn the name and symbols of the most
common elements associated with the art field.
b. Student will identify the basic structure of an atom.
c. Students will be able to calculate the number of protons,
neutrons and electrons of atoms.
d. Students will be introduced to simple trends in the periodic
table.
e. Students will be able to identify balanced chemical
equations.
f. Students will learn the difference between ionic and
covalent bonding.
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Course objectives
Learning outcomes
4. Students will study the
chemistry of dyes, pigments,
paints and fibers
a. Students will understand the difference between dyes and
pigments.
b. Students will learn the main elemental composition of dyes,
pigments, and paints.
c. Students will learn simple molecular interactions between
fibers and dyes.
5. Students will be introduced
to the chemistry of black and
white and color photography
a. Students will be able to identify light-sensitive chemicals
and their chemical reactions used in black and white
photography.
b. Students will be able to identify differences between black
and white photography and color photography.
6. Students will learn about
the chemistry of ceramics,
glasses, and glazes.
a. Students will learn the history of ceramics.
b. Students will study the chemical composition of ceramics,
glasses, and glazes.
c. Students will be able to relate elements to color of glazes.
7. Students will be educated
on the hazards of artists’
materials
a. Students will learn about the toxicity of chemicals in their
art supplies.
b. Students will learn to take appropriate safety precautions
when handling art supplies containing chemicals.
8. Students will be introduced
to the techniques and
principles of art conservation,
restoration, and authentication
of art objects.
a. Students will learn scientific techniques used in analyzing
art objects.
b. Students will read, analyze, and interpret journal and
newspaper articles describing art conservation and art
authentication.
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general
educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please
identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Students will study and understand the theory of color mixing.
2. Student will demonstrate understanding of the periodic table of elements, compounds
and chemical equations.
3. Students will be introduced to the techniques and principles of art conservation,
restoration and authentication of art objects.
Curricular Objective(s) selected for assessment: (select from Table 2)
1. Observe, analyze and solve problems of arts conservation (AM1).
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decision (LA1).
3. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life (LA1).
General Education Objective(s) addressed in this assessment: (select from Table 3)
1. Use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decisions.
2. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Student responses to four exam problems, with parts, of multiple choice and short answer
format on the assessment exam will be analyzed. Students’ responses will be correlated to their
level of understanding of the particular concepts.
1.
2.
3.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning outcomes
may be measured using multiple
assessment tools.)
1. Students will be able to
interpret graphical
representation of the theory
of subtractive color mixing.
(Curricular Objective:
Reason quantitatively and
mathematically as required
in their fields of interest and
in everyday life; General
Education Objective #3)
a. Students will attend class
to learn necessary concepts,
including chemical
terminology, and
interpretation of
art materials from a
scientific and chemical
perspective.
Students’ responses to four
multi-part problems,
including multiple-choice
and short-answer format will
be analyzed. Students’
responses will be
correlated to their level of
understanding of the
particular concepts.
2. Students will be able to
identify balanced chemical
equations.
(Curricular Objective:
Reason quantitatively and
mathematically as required
in their fields of interest and
in everyday life; General
Education Objective #3)
b. Students will be evaluated
during the semester of their
knowledge of these concepts
through graded and
ungraded assignments with
feedback from the instructor.
c. Students will perform
laboratory experiments that
require understanding and
application of chemical
principles.
3. Students will read, analyze
and interpret journal and
d. Students will take the
newspaper articles describing Assessment Exam at the end
art conservation and
of the semester.
authentication works.
(Curricular Objective: Use
analytical reasoning to
identify issues or problems
and evaluate evidence in
order to make informed
decisions; General
Education Objective #2)
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
ASSESSMENT QUESTIONS
Question 1
 You are helping the drama department create a red wall to be a backdrop for a play. You
can mix any combination of cyan, magenta and yellow paints.
i. Which combination of paints will you use? (4 points)
ii. After analyzing the resulting red paint by UV-Visible spectroscopy, which of the
following spectral absorption curve (1, 2 or 3) would you expect to obtain? Explain.
(4 points)
1
Absorbance
Absorbance
2
Absorbance
Blue region
region
Green region
Blue region
region
Red
Green region
Red
Final Answer: _____________
3
Blue region
region
Explanation:
Green region
Red
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
ASSESSMENT QUESTIONS
Question 2
The graph below shows the overlap of spectral reflectance curves for an “Artist’s Blue”
pigment with a yellow pigment. Referring to the graph, describe why the color seen is green
as a result of mixing these two pigments (6 points).
1
B
2
G
G
Spectral reflectance curve of
“Artist’s Blue” paint
Y
O
R
Spectral reflectance curve of yellow
paint
G
Overlap of spectral curves 1 and 2
R= red
O= orange
Y= yellow
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G= green
B= blue
CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
ASSESSMENT QUESTIONS
Question 3
 Is the following chemical equation balanced or unbalanced? Explain your choice.
(4 points)
Cu (s) + HNO3 (aq) → Cu(NO3)2 (aq) + NO (g) + H2O (l)
(Metal etching)
Final Answer: ____________________
Explanation:
Question 4
 Read the following text, adapted from “Beneath That Beguiling Smile, Seeing What
Leonardo Saw” by Suzanne Daley, New York Times, 14 April 2012.
The Museo del Prado in Madrid, Spain holds a copy of Leonardo da Vinci's famous Mona Lisa.
Researcher Ana González Mozo has used the techniques of X-ray imaging, infrared
reflectography, and high-resolution digital imaging to determine that the artist who made this
copy of the original Mona Lisa was in the room while the original was being painted. The
copyist must have been sitting next to da Vinci, trying to duplicate every brush stroke.
The discovery is primarily important for what it reveals about the real Mona Lisa, which has
darkened as layers of protective lacquer age. González's research shows that when Leonardo
adjusted the size of the Mona Lisa's head or corrected her hands or lowered her bodice, the
painter of the Prado's copy did the same. “It had to be painted at the same time,” Ms. González
said. “Someone who copies doesn't make corrections because they haven't ever seen the
changes. They can only see the surface of the painting.”
“What is really important about the copy is that we can see how Leonardo worked,” Ms.
González said. Many important paintings have sketches of first tries—adjusted and reworked—
under the final image. Sometimes, González said, the work underneath is even more fascinating
than the painting itself. Infrared reflectography reveals drawing lines under the paint. These
lines are invisible to the naked eye. Every adjustment that Leonardo made on his underlying
drawing was repeated in the copy. This fact shows that both Leonardo and the copyist must have
been present when both paintings were made.
The copy, now restored, offers details that are obscured in the original Mona Lisa. For instance,
a layer of black paint covered the background of the copy of the Mona Lisa. Beneath this black
layer was a background more detailed than that in the original. The copy shows an arm-rest
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
where none can be seen in the original, and infrared reflectographs show a much clearer image of
her waistline.
“I get to see what only the artist saw,” she said. “And he saw it five centuries ago.”
i.
ii.
iii.
According to the article, what hidden features of a finished painting can be revealed
by methods of analytical chemistry? (2 points)
Why are the images and features revealed by the methods of infrared reflectography
and X-ray analysis usually invisible to the human eye? (2 points)
How did the researchers determine that the Prado's copy of the Mona Lisa was
completed by someone working next to Leonardo da Vinci? (3 points)
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may
be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
Please note that while individual student performance is being measured, the assessment project is collecting
performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Student responses to four exam problems, with parts, of multiple choice and short answer
format on the assessment exam will be analyzed. Students’ responses will be correlated to their
level of understanding of the particular concepts.
Desired student learning
outcomes from the assignment:
(Copy from Column 1, Table 6
above; include Curricular and
/or General Education
Objectives addressed)
Assessment measures for
each learning outcome:
(Copy from Column 3,Table
6 above)
Standards for student performance:
 Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.
 Give the percentage of the class that is
expected to meet these outcomes
 If needed, attach copy(s) of rubrics.
1. Students will be able to
interpret graphical
representation of the theory
of subtractive color
mixing.
(Curricular Objective:
Reason quantitatively
and mathematically as
required in their fields
of interest and in
everyday life; General
Education Objective #3)
Students will be given
two separate questions
on subtractive color
mixing, one
representing the
absorbance plot and
one representing the
reflectance plot of color
mixing. (See question
#1 and #2 below)
Rubric is described below.
Question #1:
It is expected:
a) That more than 75% of the students
enrolled in this course will correctly
identify the two paints that must be
mixed to obtain red paint. An
additional 15% will receive halfcredit for partially correct answers,
and the remainder will get no points.
b) That more than 30% of the students
enrolled in this course will correctly
identify the graphical absorbance
representation of red paint. The
remainder will get no credit.
c) More than 30% of the students will
be able to completely explain their
choice in part ii. An additional 20%
will receive half-credit for an
incomplete explanation. The
remainder will receive no credit.
More detailed assignment of
expectations can be seen in Part IV.
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Question #2:
It is expected that more than 50% of
the students enrolled in this course will
correctly interpret the reflectance plots
and will be able to explain why the
color seen is green when yellow
pigment is mixed with Artist’s Blue.
An additional 20% will receive 2/3
credit for a mostly complete answer,
and 10% will receive 1/3 credit for a
very incomplete answer. The
remainder will receive no credit.
More detailed assignment of
expectations can be seen in Part IV.
4.
2. Students will be able to
identify balanced
chemical equations.
(Curricular Objective:
Reason quantitatively
and mathematically as
required in their fields
of interest and in
everyday life; General
Education Objective #3)
Students will be given
a chemical equation
related to an art
concept and will be
asked to conclude if it
is balanced or if it is
unbalanced. They will
be asked to explain
their answer choice.
(See question #3
below)
Rubric is described below.
Question #3:
It is expected that more than 50% of
the students enrolled in this course will
correctly identify that the equation is
unbalanced and will explain their
choice. An additional 25% will receive
half-credit for combining a response of
“unbalanced” with a correct
observation that misconstrues the
meaning of “a balanced chemical
equation.” A further 10% will receive
1 point out of 4 by interpreting a
different aspect of the equation
correctly by while incorrectly
answering “unbalanced”. The
remainder will receive no credit.
5.
3. Students will read,
analyze and interpret
journal and newspaper
articles describing art
conservation and
authentication works.
(Curricular Objective:
Use analytical reasoning to
identify issues or problems
and evaluate evidence in
order to make informed
decisions; General
Education Objective #2)
Students will be given
an excerpt of a passage
describing the
evaluation of a piece of
art work and will be
asked to read and
answers three related
questions to the
passage.
(See question #4
below)
Rubric is described below.
Question #4:
It is expected that more than 50% of
the students enrolled in this course will
correctly read and interpret the excerpt
on art authentication and answer the
three related questions. The remainder
will receive an average of 3 out of 7
points for various incomplete answers.
More detailed assignment of
expectations can be seen in Part IV.
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
RUBRIC FOR GRADING QUESTION #1 (i)
ANSWERS GIVEN
Magenta and yellow
Cyan and magenta or yellow
Magenta or yellow
Cyan or all three
No answer given
EXPLANATION
Correct answer
Partially correct
Partially correct, but not a combination
Completely wrong
POINTS
ASSIGNED
4
2
1
0
0
RUBRIC FOR GRADING QUESTION #1 (ii)
ANSWERS GIVEN
Spectrum # 2 with explanation that red
paint does not absorb red light
Spectrum # 2 with no/incorrect
explanation
Spectrum #2 with explanation that only
makes reference to complementary green
light
Spectrum #2 with explanation that only
makes reference to blue and green being
absorbed but do not refer to red.
Any other spectrum with or without an
explanation
No spectrum selected or any explanation
given
EXPLANATION
Correct spectrum
and explanation
Correct spectrum but
no/incorrect
explanation
Correct spectrum but
not correct explanation
POINTS
ASSIGNED
4
2
3
Correct spectrum but
incomplete explanation
3
Not the correct
spectrum or
explanation
No answer given
0
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0
CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
RUBRIC FOR GRADING QUESTION #2
ANSWERS GIVEN
EXPLANATION
a) Recognizing that these spectra depict
reflectance, and therefore the colors of
light that reach the eye.
Partially correct answer
POINTS
ASSIGNED
2
b)Recognizing that both paints
reflect green light.
Partially correct answer
2
c)Recognizing that all other colors are
absorbed (or “not reflected”) by one of
the pigments, and therefore the
combination will reflect only green light.
Partially correct answer
2
Answer a and b above are given
Partially correct answer
4
Answer b and c above are given
Partially correct answer
4
Answer a and b above are given
Partially correct answer
4
Answer a, b, and c above are given
Complete correct answer
6
Attempting to interpret these spectra as
absorbance spectra
Incorrect answer
2
Incorrect explanation given e.g.
explaining in terms of greater vs. lower
wavelength etc.
Incorrect answer
0
No explanation given
0
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
RUBRIC FOR GRADING QUESTION #3
ANSWERS GIVEN
EXPLANATION
“Unbalanced” plus correct identification of any unbalanced Correct answer
element (H, N, or O)
“Unbalanced” without explanation
Partially correct
“Unbalanced” plus any correct observation about the
Partially correct
equation that misconstrues the meaning of “balanced”, e.g.,
“Unbalanced, because the phase of copper changes”
“Unbalanced” plus incorrect claim that all elements are
Partially correct
unbalanced
“Balanced” plus correct identification of the balanced
element Cu to justify the incorrect answer
“Balanced” plus any other correct observation about the
equation that misconstrues the meaning of “balanced”
“Balanced” with no explanation
Not correct
No answer given
POINTS
ASSIGNED
4
2
2
3
2
1
0
0
RUBRIC FOR GRADING QUESTION #4 (i)
ANSWERS GIVEN
EXPLANATION
At least two of “a hidden background”, “drawing lines
beneath the paint”, “an arm-rest”, “clearer image of the
waistline”, “sketches of first tries”
Only one correct answer from above list
At least two correct answers and one wrong answer, e.g.,
“darkened lacquer”
More than one incorrect answer, regardless of how many
correct ones are given
No answer given
Correct answers
Not enough
observation/interp
retation
Partially incorrect
observation/interp
retation
Complete
incorrect
observation/interp
retation
POINTS
ASSIGNED
2
1
1
0
0
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
RUBRIC FOR GRADING QUESTION #4 (ii)
ANSWERS GIVEN
At least two of “a hidden background”,
“drawing lines beneath the paint”, “an
arm-rest”, “clearer image of the
waistline”, “sketches of first tries”
Only one correct answer from above list
At least two correct answers and one
wrong answer, e.g., “darkened lacquer”
More than one incorrect answer,
regardless of how many correct ones are
given
No answer given
EXPLANATION
Correct answers
Not enough
observation/interpretation
Partially incorrect
observation/interpretation
Complete incorrect
observation/interpretation
POINTS
ASSIGNED
2
1
1
0
0
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
RUBRIC FOR GRADING QUESTION #4 (iii)
ANSWERS GIVEN
EXPLANATION
POINTS
ASSIGNED
3
Combining the information in
the quote with a reference to an
analytical technique used.
Correct answer with supporting
evidence
Paraphrase or direct quote of
“Every adjustment that Leonardo
made on his underlying drawing
was repeated in the copy. This
fact shows that both Leonardo
and the copyist must have been
present when both paintings
were made.”
Correct answer with no real
supporting evidence
2
Combining correct but irrelevant
information with a reference to
the analytical techniques used.
Partial observation/interpretation
2
Only mentioning a correct but
irrelevant finding, e.g. the
detailed waistline.
Partial observation/interpretation
1
Only mentioning techniques
used, e.g. “IR reflectometry said
so.”
Partial observation/interpretation
1
No answer given
Student may not have understood
the question or ran out of time to
answer the question
0
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
STUDENT LEARNING OUTCOME: Students will be able to interpret graphical
representation of the theory of subtractive color mixing.
(Curricular Objective: Reason quantitatively and mathematically as required in their fields of
interest and in everyday life; General Education Objective #3)
Question #1 (i)
ANSWERS GIVEN
Magenta and yellow
Cyan and magenta or
yellow
Magenta or yellow
Cyan or all three
No answer given
EXPLANATION
Correct answer
Partially correct
Partially correct,
but not a
combination
Completely wrong
POINTS
ASSIGNED
# OF
STUDENTS
% OF
STUDENTS
% EXPECTED
4
41
55
75
2
23
31
15
1
1
1
0
0
0
6
3
8
4
10
0
POINTS
ASSIGNED
# OF
STUDENTS
% OF
STUDENTS
% EXPECTED
4
25
34
30
2
16
22
0
3
1
1
10
3
3
4
10
0
26
35
50
0
3
4
0
Question #1 (ii)
ANSWERS GIVEN
Spectrum # 2 with
explanation that red
paint does not absorb
red light
Spectrum # 2 with
no/incorrect explanation
Spectrum #2 with
explanation that only
makes reference to
complementary green
light
Spectrum #2 with
explanation that only
makes reference to blue
and green being
absorbed but do not
refer to red.
Any other spectrum
with or without an
explanation
No spectrum selected or
no explanation given
EXPLANATION
Correct
spectrum and
explanation
Correct spectrum
but no/incorrect
explanation
Correct spectrum
but not correct
explanation
Correct spectrum
but incomplete
explanation
Not the correct
spectrum or
explanation
No answer given
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Question #2
STUDENT LEARNING OUTCOME: Students will be able to interpret graphical
representation of the theory of subtractive color mixing.
(Curricular Objective: Reason quantitatively and mathematically as required in their fields of
interest and in everyday life; General Education Objective #3)
ANSWERS GIVEN
a)Recognizing that
these spectra depict
reflectance, and
therefore the colors
of light that reach the
eye.
b)Recognizing that
both paints
reflect green light.
c)Recognizing that
all other colors are
absorbed (or “not
reflected”) by one of
the pigments, and
therefore the
combination will
reflect only green
light.
Answer a and b
above are given
Answer b and c
above are given
Answer a and b
above are given
Answer a, b, and c
above are given
Attempting to
interpret these
spectra as absorbance
spectra
Incorrect explanation
given e.g. explaining
in terms of greater
vs. lower wavelength
etc.
No explanation given
EXPLANATI
ON
Partially
correct answer
POINTS
ASSIGNED
# OF
STUDENTS
% OF
STUDENTS
% EXPECTED
2
3
4
0
Partially
correct answer
2
10
14
10
Partially
correct answer
2
3
4
0
Partially
correct answer
Partially
correct answer
Partially
correct answer
Complete
correct
answer
4
3
4
10
4
2
3
10
4
0
0
0
6
9
12
50
2
4
5
0
0
25
34
20
0
15
0
0
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Question #3
STUDENT LEARNING OUTCOME: Students will be able to identify balanced chemical
equations.
(Curricular Objective: Reason quantitatively and mathematically as required in their fields
of interest and in everyday life; General Education Objective #3)
ANSWERS GIVEN
POINTS
ASSIGNED
# OF
STUDENTS
% OF
STUDENTS
% EXPECTED
“Unbalanced” plus correct
identification of any unbalanced
element (H, N, or O) (correct
answer)
“Unbalanced” without
explanation
“Unbalanced” plus any correct
observation about the equation
that misconstrues the meaning of
“balanced”, e.g., “Unbalanced,
because the phase of copper
changes”
“Unbalanced” plus incorrect
claim that all elements are
unbalanced
“Balanced” plus correct
identification of the balanced
element Cu to justify the incorrect
answer
“Balanced” plus any other correct
observation about the equation
that misconstrues the meaning of
“balanced”
“Balanced” with no explanation
No answer given
4
29
39
50
2
17
23
0
2
10
14
25
3
2
0
0
2
1
0
0
1
1
1
10
0
0
7
7
9
0
15
0
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Question #4
STUDENT LEARNING OUTCOME: Students will read, analyze and interpret journal and
newspaper articles describing art conservation and authentication works.
(Curricular Objective: Use analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions; General Education Objective #2
(i)
ANSWERS
GIVEN
At least two of
“a hidden
background”,
“drawing lines
beneath the
paint”, “an
arm-rest”,
“clearer image
of the
waistline”,
“sketches of
first tries”
Only one
correct answer
from above list
At least two
correct answers
and one wrong
answer, e.g.,
“darkened
lacquer”
More than one
incorrect
answer,
regardless of
how many
correct ones are
given
No answer
given
EXPLANATION
POINTS
ASSIGNED
# OF
STUDENTS
% OF
STUDENTS
% EXPECTED
Correct answers
2
26
35
50
Not enough
observation/interp
retation
1
28
38
50
Partially incorrect
observation/interp
retation
1
1
1
0
Complete
incorrect
observation/interp
retation
0
9
12
0
0
10
14
0
20(26)
CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Question #4
STUDENT LEARNING OUTCOME: Students will read, analyze and interpret journal and
newspaper articles describing art conservation and authentication works.
(Curricular Objective: Use analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions; General Education Objective #2
(ii)
ANSWERS GIVEN
EXPLANATION
POINTS
ASSIGNED
# OF
STUDENTS
% OF
STUDENTS
% EXPECTED
Such features are
beneath the surface
of the painting, and
these forms of light
can penetrate the
surface.
These forms of light
are themselves
invisible to the eye.
Direct quote of a
relevant passage
without a correct
explanation, e.g.
“Infrared
reflectography
reveals drawing
lines under the
paint”
Completely
irrelevant answer
e.g. these techniques
reveal the chemical
properties of the
painting.
No answer given
Correct answer
2
20
27
50
True, but not
quite the point
1
20
27
50
Not the correct
answer
1
9
12
0
0
19
26
0
0
6
8
0
21(26)
CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Question #4
STUDENT LEARNING OUTCOME: Students will read, analyze and interpret journal and
newspaper articles describing art conservation and authentication works.
(Curricular Objective: Use analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions; General Education Objective #2
(iii)
ANSWERS GIVEN
Combining the
information in the
quote with a
reference to an
analytical technique
used.
Paraphrase or direct
quote of “Every
adjustment that
Leonardo made on
his underlying
drawing was repeated
in the copy. This fact
shows that both
Leonardo and the
copyist must have
been present when
both paintings were
made.”
Combining correct
but irrelevant
information with a
reference to the
analytical techniques
used.
Only mentioning a
correct but irrelevant
finding, e.g. the
detailed waistline.
Only mentioning
techniques used, e.g.
“IR reflectometry
said so.”
Irrelevant and
incorrect statement
No answer given
EXPLANATION
POINTS
ASSIGNED
# OF
STUDENTS
% OF
STUDENTS
% EXPECTED
Correct answer
with supporting
evidence
3
9
12
50
Correct answer
with no real
supporting
evidence
2
46
0
0
Partial
observation/interp
retation
2
2
3
0
Partial
observation/interp
retation
1
5
8
25
Partial
observation/interp
retation
1
3
4
25
Student may not
have understood
the question
Student may have
run out of time to
answer the
question
0
3
4
0
0
6
8
0
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
A first look at the results is encouraging. Overall, the students' performance (N = 74 students)
appears to approximate a standard (Gaussian) bell-curve with an average of 12.6 (out of 25) and
a standard deviation of 5.6. This average is very close to the average of roughly 50% correct
routinely observed on standardized chemistry exams written by the American Chemical Society
for most other courses offered in the department.
A simulation (N = 1000 students) based on the a priori rubrics (Table 7) estimated the average
score on each question under the assumption that performance on any question was uncorrelated
with performance on any other question. A series of linear regressions justified this assumption
by showing that individuals' performance on Questions 1, 3, and 4 were not strongly correlated.
We therefore conclude that Questions 1, 3, and 4 did assess different learning outcomes.
Performance on Question 2 was, however, correlated with performance on all other Questions.
Possible reasons for the correlation are discussed below. The simulation also predicted an
approximately bell-curve shaped distribution of scores. The simulated average was 17.8 (out of
25) with a standard deviation of 3.3 (out of 25).
The average score on Question 1 (medium difficulty) was predicted to be 5.8 points out of 8
(73%). The actual average score was 4.8 (60%). This difference was statistically significant to a
high degree of confidence.
The average score on Question 2 (high difficulty) was predicted to be 3.7 points out of 6 (62%).
The actual average score was 1.7 (28%). This difference was statistically significant to a very
high degree of confidence.
The average score on Question 3 (low difficulty) was predicted to be 2.9 points out of 4 (73%).
The actual average score was 2.5 (63%). This difference was statistically significant to only a
90% confidence-level.
The average score on Question 4 (medium difficulty) was predicted to be 5.5 points out of 8
(69%). The actual average score was 3.6 (51%). This difference was statistically significant to a
very high degree of confidence.
On every Question except Question 3, students underperformed a priori expectations to a high
degree of confidence. Overall, the average score on the exam was predicted to be 17.8 points out
of 25 (71%). The actual average score was 12.6 (50%). This difference too was statistically
significant to a high degree of confidence. An interpretation of these results follows in Table 9,
below.
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
The simulation based on the authors' expectations predicted a higher average score (17.8)
for the exam than was observed (12.6) for two main reasons. First—and importantly—
students frequently skipped questions. Out of 74 students, 25 (34%) skipped the
Explanation on Question 3, 16 (22%) skipped the Explanation on Question 1, and 15
(20%) skipped Question 2 entirely. Because Question 2 was worth 6 points, skipping
Question 2 greatly lowered average performance, even as a larger number of students
skipped other questions. Overall, the average student did not attempt to answer 13.4% of
the available points.
The second—and likely related—reason that the simulation produced a higher average
than was observed is that the difficulty of some questions was probably underestimated
for the purposes of constructing this version of the assessment tool. A multiple-choice
format may allow us to gauge the difficulty of questions more accurately, because
apparent difficulty of a question is not the only reason a student may skip it or answer it
hastily—she may, for example, simply run out of time.
Although Questions 1 and 2 tested similar concepts related to color theory and the
structure of light, Question 2 was clearly much more difficult than anticipated by the
authors. The high level of difficulty explains why performance on Question 2 was
correlated with performance on all other questions: the relatively few students able to
answer this question had thoroughly mastered much of the other class material. It is also
possible that the open-ended nature of a short-answer format was intimidating, and led
many students to skip this Question.
It is likely that students did relatively well on both Questions 1 and 3 for different reasons.
Question 3 tested students' knowledge of general chemistry, and as such it was not easy—
but it offered a 50% chance of guessing correctly to fill in the blank, as 80% of students
correctly did. Question 1, by contrast, offered little chance for guessing, but Question 1
tested a central concept of the course—color theory—which had received a great deal of
time in class. Nearly two thirds of test-takers correctly identified the visible-light
absorbance spectrum that characterizes red paint.
Question 4 was predicted to be an easy question to answer, because it required little more
than reading and understanding an article in the popular press that discussed the
connection between chemistry and the arts. Students were required to read and present on
similar articles during the semester. The fact that the average student received only 3.6
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CH 103 Fall 2012 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
out of 8 possible points (compared to an expected average score of 5.5) shows that many
students continue to struggle with reading and writing English.
We note also that reading a 350-word passage during an exam takes time, and so some of
the apparent difficulty on Question 4 is perhaps attributable to a lack of time or interest on
the part of the students. Switching to multiple-choice for the assessment may prompt
greater participation as more students at least attempt to answer a revised version of
Question 4 (see below).
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
The clearest lesson to the authors of this assessment tool is that future tools must be far
simpler, both to administer and to interpret. As enrollment in CH-103 continues to grow,
so too will the importance of a simple and convenient assessment tool that provides
unambiguous, easily summarized data.
The low rate of participation in the current version of the assessment must be addressed.
A switch to multiple-choice format will allow an assessment to separate the effect of
time-constraints (or laziness) from ignorance of the course material. A multiple-choice
tool will allow a simpler rubric with no partial credit. This new tool will save time in
evaluating and interpreting the results, and will avoid much potential arbitrariness in
grading criteria. A multiple-choice format is also consistent with assessment tools already
used elsewhere in the department.
The authors expect that the revised assessment tool will lead to a higher rate of
participation and will therefore yield results that more closely match the original a priori
expectations, above. In any case, improved participation will provide more robust data
for designing, assessing, and refining the course.
One cost of a multiple-choice format is clear: students' ability to write will not be directly
assessed. The authors note that this course is not Writing-Intensive (WI). We intend the
assessment tool to assess mastery of content and achievement of the Learning Outcomes,
as discussed above.
Unlike chemistry courses designed for STEM students or chemistry majors, CH-103 has
traditionally covered a wide range of topics that may vary somewhat across instructors.
While the authors expect the course to remain an opportunity for students and instructors
to pursue their particular interests, we also report that this first attempt at assessing CH103 has prompted greater communication among instructors, and will likely lead to a
more standardized “core” of relevant topics and concepts that will enjoy emphasis in all
sections of the course.
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CH 103 Fall 2012 Course Assessment
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C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
With each round of assessment, the course-coordinators and instructors of CH-103, in
consultation with the department, will continue to discuss assessment results to promote a
shared understanding of the core knowledge and concepts of Chemistry and the Arts. The
authors wish to emphasize the word “core”—CH-103 will continue to present a wide
range of topics, according to any interesting current developments and to the prerogatives
of each instructor. It is hoped that, consistent with this breadth of the subject-matter, the
assessment will help to highlight a moderately sized common core of topics for all
students of CH-103 to study and master.
Regarding the assessment tool itself, we recall that the average student did not even
attempt to answer 13.4% of the available points. The next version of the assessment exam
will be entirely multiple-choice. This format will encourage students at least to attempt
every question. Analysis of future assessment results will therefore compare performance
on the multiple-choice exam to both instructors' a priori expectations and to a strategy of
random guessing.
Starting in Spring 2013, a new assessment tool will therefore use a multiple-choice format
to assay the same concepts: interpretation of spectral data, additive vs. subtractive mixing
of color, basic chemical notation, evaluation of chemical evidence in art-related contexts.
The available choices will be modeled on the original rubric, above, and will include
some modifications influenced by common responses received from students during the
assessment of Fall 2012. For simplicity, no partial credit will be assigned. The exam will
be sufficiently long (7—8 questions) that both simulated and actual responses can be
expected to follow a normal (Gaussian) distribution. Approximating results of the
assessment as a normal distribution will simplify statistical analysis and will allow
straight-forward testing for significant improvements over time.
As the department continues to develop CH-103, we hope to dispel whatever
misconceptions that had proved common among the students. We expect that the
assessment process will help us to measure our progress toward a standard, robust and
informative presentation of the links between Chemistry and the Arts.
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