COURSE ASSESSMENT REPORT – CH 127
Date: Spring 2012
Department: Chemistry
Course: Chemistry 127 (Introductory College Chemistry)
Curriculum or Curricula: HS1, 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 is the first semester of a two semester sequence. The first semester is intended to
provide students with basic knowledge of modern theory of general chemistry, and the second
semester introduces organic chemistry. The course covers the most essential topics of general
chemistry for health professions. Topics include elements and compounds; chemical bonding and
chemical reactions; properties of solutions and chemical equilibrium; acid-base chemistry; physical
states and gas laws; intra- and inter-molecular forces.
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. Meet requirements for successful transfer/acceptance into the junior year of a baccalaureate program
in Nursing, Dietetics, Nutrition, diagnostic medical imaging and other health related programs. (LA1,
HS1)
2. Demonstrate mastery of mathematics and science required for transfer to the junior year in a
baccalaureate program in Nursing or a related program. (LA1, HS1)
3. Demonstrate an understanding of the principles of chemistry and how they are fundamental to all
living systems. (HS1)
4. Reason quantitatively and mathematically as required in their fields of interest and in everyday life.
(LA1)
5. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions. (LA1)
6. Communicate effectively through reading, writing, listening and speaking. (LA1)
7. Employ concepts and methods of the natural and physical sciences to make informed judgments.
(LA1)
8. Integrate knowledge and skills in their program of study. (LA1)
9. Work collaboratively in diverse groups directed at accomplishing learning objectives. (LA1)
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TABLE 3: GENERAL EDUCATION OBJECTIVES
Gen ed
objective’s ID
number from
list (1-10)
General educational objectives addressed by this course: Select from preceding list.
1.
Communicate effectively through reading, writing, listening and speaking.
Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions.
Reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
Integrate knowledge and skills in their program of study.
Work collaboratively in diverse groups directed at accomplishing learning objectives.
Employ concepts and methods of the natural and physical sciences to make informed
judgments.
2.
3.
5.
7.
9.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. To develop both an
understanding and a working
knowledge of the theoretical and
descriptive concepts of chemistry
(for example chemical formulas,
systematic nomenclature) used in
the elucidation of the complex
chemistry of the body.
a. Students will understand and apply the concepts of chemical bonding to
interpret molecular and structural formulas of covalent compounds, as well
as ionic formulas for ionic compounds.
b. Students will be familiar with systematic chemical nomenclature of
compounds, and with common names used in health-related fields.
c. Students will utilize knowledge of chemical bonding and formulas to
write and balance chemical equations, with an emphasis on health-related
reactions (respiration, photosynthesis, neutralization etc.).
d. Students will apply the concepts of solution chemistry with an emphasis
on acid-base reactions in biological systems.
e. Students will apply basic knowledge of the gas laws to understand
inhalation, exhalation, the administering of “oxygen” to patients, osmosis
and dialysis.
a. Students will perform basic unit conversions using dimensional analysis,
including problems on temperature, pressure and density.
b. Students will use the concepts of a mole and molar mass to perform
calculations on the percent composition of compounds, and calculations on
basic reaction stoichiometry, including percent yield.
c. Students will apply the concepts of the basic gas laws, including the law
of partial pressure, to problems on gases.
d. Students will interpret mathematically common units and scales of
concentration, such as parts per million, parts per billion, molarity, pH, and
percentage for solutions and gaseous mixtures.
a. Students will formulate an objective to solve an experimental problem.
b. Students will apply the scientific method to acquire, process and report
scientific data.
c. Students will use basic chemistry laboratory techniques in solving
experimental problems.
d. Students will formulate a conclusion based on experimental results.
e. Students will develop oral and written communication skills in scientific
reporting format.
2. To develop the abilities to
solve both qualitative and
quantitative
problems
in
chemistry and health related
fields.
3.
To
learn
fundamental
experimental techniques used in
health related chemistry and to
communicate
effectively
experimental findings using
writing.
2(26)
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. To develop both an understanding and a working knowledge of the theoretical and descriptive
concepts of chemistry (for example chemical formulas, systematic nomenclature) used in the
elucidation of the complex chemistry of the body.
2. To develop the abilities to solve both qualitative and quantitative problems in chemistry and health
related fields.
Curricular Objective(s) selected for assessment: (select from Table 2)
3. Demonstrate an understanding of the principles of chemistry and how they are fundamental to all
living systems. (HS1)
4. Reason quantitatively and mathematically as required in their fields of interest and in everyday life.
(LA1)
5. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions. (LA1)
7. Employ concepts and methods of the natural and physical sciences to make informed judgments.
(LA1)
8. Integrate knowledge and skills in their program of study. (LA1)
General Education Objective(s) addressed in this assessment: (select from Table 3)
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.
5. Integrate knowledge and skills in their program of study.
3(26)
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project. In
writing the description, keep in mind the course objective(s), curricular objective(s) and the general education
objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or
over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that
students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6 (see the sample that follows), please
a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions,
portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered
in an Assessment Portfolio for this course.
4(26)
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Departmental Assessment Questions for Introductory College
Chemistry
Students will answer five standardized questions as part of their final
examination. All questions have been selected to assess particular learning
outcomes for Introductory College Chemistry. The questions emphasize
fundamental principles and theory of chemistry, the use of analytical and
quantitative reasoning, and applying this knowledge in the context of
health sciences and everyday life. The questions are health-related and
require students to demonstrate mastery of basic gas laws, dimensional
analysis, molar mass, and the units of concentration. The questions are
multiple choice and were designed to identify common errors.
Desired student learning outcomes for the assignment
Briefly describe the
(Students will…)
range of activities
student will engage
in for this
List in parentheses the Curricular Objective(s) and/or General
assignment.
Education Objective(s) (1-10) associated with these desired learning
outcomes for the assignment.
1. Students will perform basic unit conversions using
dimensional analysis, including problems on temperature,
pressure and density. (Curricular Objectives 4, 5, 7 & 8, Table
5; Gen Ed Objectives 2, 3, & 5, Table 3)
2. Students will understand and apply the concepts of chemical
bonding to interpret molecular and structural formulas of
covalent compounds, as well as ionic formulas for ionic
compounds. (Curricular Objectives 3, 4, & 7, Table 5; Gen Ed
Objective 3, Table 3)
3. Students will be familiar with systematic chemical
nomenclature of compounds, and with common names used in
health-related fields. (Curricular Objectives 3 & 8, Table 5; Gen
Ed Objective 5)
4. Students will use the concepts of a mole and molar mass to
perform calculations on the percent composition of compounds,
and calculations on basic reaction stoichiometry, including
percent yield.
(Curricular Objectives 4, 5 & 8, Table 5; Gen Ed Objectives 2,
3, & 5, Table 3)
5. Students will apply the concepts of the basic gas laws,
including the law of partial pressure, to problems on gases.
(Curricular Objectives 3, 4, 5, 7 & 8, Table 5; Gen Ed
Objectives 2, 3, & 5, Table 3)
6. Students will interpret mathematically common units and
scales of concentration, such as parts per million, parts per
billion, molarity, pH, and percentage for solutions and gaseous
mixtures. (Curricular Objectives 3, 4, 5, 7 & 8, Table 5; Gen Ed
Objectives 2, 3, & 5, Table 3)
5(26)
a. Students will attend
lecture and participate
in discussion of
relevant topics,
including dimensional
analysis, interpretation
of units,
stoichiometric
calculations, gas laws,
and other fundamental
chemical concepts.
b. Students will
participate in problemsolving exercises in
class and in homework
assignments, which
may include online
exercises.
c. Students will
perform laboratory
experiments, collect
data, and perform
calculations that use
quantitative concepts
described above.
d. As part of their
overall evaluation for
the course, students
will answer five
multiple-choice
questions designed to
test the learning
outcomes described at
left.
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.)
A. Five multiple-choice
questions designed by the
course coordinators to
assess the desired student
learning outcomes (see
column 1) will be
administered as part of
the students’ overall
evaluation. The students’
responses will be
analyzed according the
standards described in
Table 7, column 3.
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.
6(26)
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Departmental Assessment Questions for Introductory College Chemistry
Students will answer five standardized questions as part of their final examination. All
questions have been selected to assess particular learning outcomes for Introductory College
Chemistry. The questions emphasize fundamental principles and theory of chemistry, the use
of analytical and quantitative reasoning, and applying this knowledge in the context of health
sciences and everyday life. The questions are health-related and require students to
demonstrate mastery of basic gas laws, dimensional analysis, molar mass, and the units of
concentration. The questions are multiple choice and were designed to identify common
errors.
Desired student learning outcomes from the
Assessment measures for each
assignment: (Copy from Column 1, Table 6 above;
learning outcome:
(Copy from Column 3,Table 6
include Educational Goals and/or General Education
above)
Objectives addressed)
1. Students will perform basic unit conversions
using dimensional analysis, including problems
on temperature, pressure and density. (Curricular
Objectives 4, 5, 7 & 8, Table 5; Gen Ed
Objectives 2, 3, & 5, Table 3)
2. Students will understand and apply the concepts
of chemical bonding to interpret molecular and
structural formulas of covalent compounds, as
well as ionic formulas for ionic compounds.
(Curricular Objectives 3, 4, & 7, Table 5; Gen Ed
Objective 3, Table 3)
3. Students will be familiar with systematic
chemical nomenclature of compounds, and with
common names used in health-related fields.
(Curricular Objectives 3 & 8, Table 5; Gen Ed
Objective 5, Table 3)
4. Students will use the concepts of a mole and
molar mass to perform calculations on the percent
composition of compounds, and calculations on
basic reaction stoichiometry, including percent
yield.
(Curricular Objectives 4, 5 & 8, Table 5; Gen Ed
Objectives 2, 3, & 5, Table 3)
5. Students will apply the concepts of the basic
gas laws, including the law of partial pressure, to
problems on gases. (Curricular Objectives 3, 4,
5, 7 & 8, Table 5; Gen Ed Objectives 2, 3, & 5,
Table 3)
6. Students will interpret mathematically common
units and scales of concentration, such as parts per
million, parts per billion, molarity, pH, and
percentage for solutions and gaseous mixtures.
(Curricular Objectives 3, 4, 5, 7 & 8, Table 5;
A. Five multiple-choice
questions designed by the course
coordinators to assess the
desired student learning
outcomes (see column 1) will be
administered as part of the
students’ overall evaluation.
The students’ responses will be
analyzed according the
standards described in Table 7,
column 3.
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.
All questions for assessment of
students in Introduction to
College Chemistry require
students to apply chemical
concepts and reasoning from
the course. Most of the
questions also require a one- or
two-step calculation after the
student has identified the
relevant concept.
The projected outcomes for
each question and for the class
average follow below.
Question 1:
Relevant concept(s): Unit
conversion
Expected Percent Correct: 50%
Question 2:
Relevant concept(s): Molar
mass
Expected Percent Correct: 60%
Question 3:
Relevant concept(s): Partial
pressures of gases
Expected Percent Correct: 70%
Question 4:
Relevant concept(s): Solution
concentration
Expected Percent Correct: 40%
Question 5:
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Relevant concept(s): pH of
solutions
Expected Percent Correct: 80%
Gen Ed Objectives 2, 3, & 5, Table 3)
Standards for measuring and interpreting student performance
Question 1:
Relevant concept(s): Unit conversion and the metric system
A correct response indicates that the student is able to perform basic unit conversions using dimensional
analysis (the factor-label method).
An incorrect response indicates that the student did not grasp (1) the pattern of prefixes commonly used
in the metric system, (2) the relative sizes of the units at hand, or (3) the proper use of the factor-label
method.
Question 2:
Relevant concept(s): Molar mass of chemical compounds
A correct response indicates that the student is able to use the molar mass of a compound as the
conversion factor between mass in grams and quantity of matter in moles.
An incorrect response indicates that the student did not grasp (1) the interpretation of a chemical
formula, (2) the correct calculation of molar mass, or (3) the proper use of molar mass as a conversion
factor.
Question 3:
Relevant concept(s): Additivity of partial pressures of gases
A correct response indicates that the student understands that the partial pressures of individual gases
sum to the total pressure of a mixture.
An incorrect response indicates that the student (1) did not grasp the additive nature of partial pressures,
or (2) did not correctly distinguish the parts from the whole in the data.
Question 4:
Relevant concept(s): Units of solution concentration
A correct response indicates that the student is able to perform calculations that relate the concentration
and volume of a solution to the quantity of dissolved solute; the student also is able to interpret units of
concentration commonly used in the health sciences.
An incorrect response indicates that the student did not grasp (1) the use of percentage as a unit of
concentration, or (2) the application of the factor-label method to solution concentrations.
Question 5:
Relevant concept(s): The concept of pH for acidic and basic solutions
A correct response indicates that the student is able to interpret pH values as measurements of the acidity
or basicity of physiological fluids.
An incorrect response indicates that the student did not comprehend (1) the use of pH as a measure of
the concentration of an acid or a base, or (2) the inverse relationship between acidity and basicity.
8(26)
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report
outcomes using the rubric(s), or other graphical representation. Include a comparison of the outcomes
you expected (from Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments
did not include expected success rates so there is no comparison of expected and actual outcomes in some
of the examples below. However, projecting outcomes is an important part of the assessment process;
comparison between expected and actual outcomes helps set benchmarks for student performance.
TABLE 8A: CH-127 Assessment Results for Spring 2011, N = 151 students, 11 sections
Question 1
Student
Correct
Incorrect
Response
The student did not grasp (1) the pattern
The student is able to perform
of prefixes commonly used in the metric
basic unit conversions using
system, (2) the relative size of the units at
dimensional analysis (the factorInterpretation
hand, (3) the proper use of the factor-label
label method) and demonstrates
of response
method, or (4) the use of numbers in
an understanding of numbers
exponential notation.
expressed in exponential notation.
Number of
Students
Actual Percent
Expected
Percent
Question 2
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 3
Student
Response
Interpretation
of response
39
112
26
74
50
50
Correct
Incorrect
The student is able to use the
molar mass of a compound as
the conversion factor between
mass in grams and quantity of
matter in moles.
The student did not grasp (1) the
interpretation of a chemical formula, (2)
the correct calculation of molar mass, or
(3) the proper use of molar mass as a
conversion factor.
100
51
66
34
60
40
Correct
Incorrect
The student understands that
the
partial
pressures
of
individual gases sum to the total
pressure of a mixture.
The student (1) did not grasp the additive
nature of partial pressures, or (2) did not
correctly distinguish the parts from the
whole in the data.
9(26)
Number of
Students
Actual Percent
Expected
Percent
Question 4
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 5
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
104
47
69
31
70
30
Correct
Incorrect
The student is able to perform
calculations that relate the
concentration and volume of a
solution to the quantity of
dissolved solute; the student also
is able to interpret units of
concentration commonly used in
the health sciences.
The student did not grasp (1) the use of
percentage as a unit of concentration, or
(2) the application of the factor-label
method to solution concentrations.
50
101
33
67
40
60
Correct
Incorrect
The student did not comprehend (1) the
The student is able to interpret
use of pH as a measure of the
pH values as measurements of
concentration of an acid or a base, or (2)
the acidity or basicity of
the inverse relationship between acidity
physiological fluids.
and basicity.
104
47
69
31
80
20
10(26)
TABLE 8B: CH-127 Assessment Results for Summer 2011, N = 28 students, 2 sections
Question 1
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 2
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 3
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 4
Student
Response
Correct
Incorrect
The student is able to perform
basic unit conversions using
dimensional analysis (the factorlabel method) and demonstrates
an understanding of numbers
expressed in exponential notation.
The student did not grasp (1) the pattern of
prefixes commonly used in the metric
system, (2) the relative size of the units at
hand, or (3) the proper use of the factorlabel method.
18
10
64
36
50
50
Correct
Incorrect
The student is able to use the
molar mass of a compound as the
conversion factor between mass
in grams and quantity of matter in
moles.
The student did not grasp (1) the
interpretation of a chemical formula, (2) the
correct calculation of molar mass, or (3) the
proper use of molar mass as a conversion
factor.
21
7
75
25
60
40
Correct
Incorrect
The student understands that the
partial pressures of individual
gases sum to the total pressure of
a mixture.
The student (1) did not grasp the additive
nature of partial pressures, or (2) did not
correctly distinguish the parts from the
whole in the data.
24
4
86
14
70
30
Correct
Incorrect
11(26)
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 5
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
The student is able to perform
calculations that relate the
concentration and volume of a
solution to the quantity of
dissolved solute; the student is
also able to interpret units of
concentration commonly used in
the health sciences.
The student did not grasp (1) the use of
percentage as a unit of concentration, or (2)
the application of the factor-label method to
solution concentrations.
18
10
64
36
40
60
Correct
Incorrect
The student is able to interpret pH
values as measurements of the
acidity
or
basicity
of
physiological fluids.
The student did not comprehend (1) the use
of pH as a measure of the concentration of
an acid or a base, or (2) the inverse
relationship between acidity and basicity.
26
2
93
7
80
20
12(26)
TABLE 8C: CH-127 Assessment Results for Fall 2011, N = 211 students, 14 sections
Question 1
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 2
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 3
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Correct
Incorrect
The student is able to perform
basic unit conversions using
dimensional analysis (the factorlabel method) and demonstrates
an understanding of numbers
expressed in exponential notation.
The student did not grasp (1) the pattern of
prefixes commonly used in the metric
system, (2) the relative size of the units at
hand, (3) the proper use of the factor-label
method, or (4) the use of numbers in
exponential notation.
67
144
32
68
50
50
Correct
Incorrect
The student is able to use the
molar mass of a compound as the
conversion factor between mass
in grams and quantity of matter in
moles.
The student did not grasp (1) the
interpretation of a chemical formula, (2) the
correct calculation of molar mass, or (3) the
proper use of molar mass as a conversion
factor.
140
71
66
34
60
40
Correct
Incorrect
The student understands that the
partial pressures of individual
gases sum to the total pressure of
a mixture.
The student (1) did not grasp the additive
nature of partial pressures, or (2) did not
correctly distinguish the parts from the
whole in the data.
178
33
84
16
70
30
13(26)
Question 4
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Question 5
Student
Response
Interpretation
of response
Number of
Students
Actual Percent
Expected
Percent
Correct
Incorrect
The student is able to perform
calculations that relate the
concentration and volume of a
solution to the quantity of
dissolved solute; the student also
is able to interpret units of
concentration commonly used in
the health sciences.
The student did not grasp (1) the use of
percentage as a unit of concentration, or (2)
the application of the factor-label method to
solution concentrations.
114
97
54
46
40
60
Correct
Incorrect
The student is able to interpret pH
values as measurements of the
acidity
or
basicity
of
physiological fluids.
The student did not comprehend (1) the use
of pH as a measure of the concentration of
an acid or a base, or (2) the inverse
relationship between acidity and basicity.
138
73
65
35
80
20
To assess the students' knowledge after completing CH-127, the course coordinators establish two
benchmark scores on the five-question exam discussed above: (i) expected achievement before taking the
course, and (ii) expected achievement after completing the course. The following histogram shows the
results of a simulation. A large group of students was assumed to have a 25% chance of guessing each of
five multiple-choice questions correctly. This distribution simulates students who have not yet taken CH127, and therefore guess randomly. The average score is understandably very low, and all groups given
the quiz easily outperformed this benchmark.
14(26)
A more informative benchmark is the course coordinators' expected outcome based on the estimated
difficulty of the five questions. Although the course CH-127 and its final exam are cumulative, the
authors of the assessment questions attempted to test discrete concepts with each question. The authors
rated the difficulty of each question based on their own familiarity with both the material and with
students' responses to similar questions on other exams. Because each question does not require
answering any of the other questions correctly, this analysis assigns a difficultly-level to each question
that is independent of a student's response to any other question.
The expected probabilities of a correct answer for each of the five questions are reported in Tables 8
above. Using these probabilities, a large hypothetical group of students would produce the distribution of
scores shown in the following histogram. This distribution has a mean of 3.04 and standard deviation of
1.05. This expected distribution of scores is similar to what the American Chemical Society have
observed for several years on a much longer comprehensive multiple-choice exam that is regularly
administered across the country, including at QCC.
15(26)
We now consider how the results of the assessment for three terms compared to the two benchmarks.
TABLE 8D: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above; include
Educational Goals and/or General Education
Objectives addressed)
1. Students will perform basic unit
conversions using dimensional analysis,
including problems on temperature,
pressure and density. (Curricular Objectives
4, 5, 7 & 8, Table 5; Gen Ed Objectives 2, 3,
& 5, Table 3)
2. Students will understand and apply the
Student achievement: Describe the group achievement of
each desired outcome and the knowledge and cognitive
processes demonstrated.
Learning outcome 1 was assessed in Question 1. On
learning outcome 1:
In Spring 2011: 39 students out of 151 (26%) answered
correctly. This result was 24 points below the expectation
of 50%.
In Summer 2011: 18 students out of 28 (64%) answered
correctly. This result was 14 points above the expectation
of 50%.
In Fall 2011: 67 students out of 211 (32%) answered
correctly. This result was 18 points below the expectation
of 50%.
The following processes / knowledge / abilities were
demonstrated:
• to remember and analyze factual knowledge
• to evaluate and apply procedural knowledge
Learning outcome 2 was assessed in Question 2. On
16(26)
concepts of chemical bonding to interpret
molecular and structural formulas of
covalent compounds, as well as ionic
formulas for ionic compounds. (Curricular
Objectives 3, 4, & 7, Table 5; Gen Ed
Objective 3, Table 3)
3. Students will be familiar with systematic
chemical nomenclature of compounds, and
with common names used in health-related
fields. (Curricular Objectives 3 & 8, Table
5; Gen Ed Objective 5)
4. Students will use the concepts of a mole
and molar mass to perform calculations on
the percent composition of compounds, and
calculations on basic reaction stoichiometry,
including percent yield.
(Curricular Objectives 4, 5 & 8, Table 5;
Gen Ed Objectives 2, 3, & 5, Table 3)
5. Students will apply the concepts of the
basic gas laws, including the law of partial
pressure, to problems on gases. (Curricular
Objectives 3, 4, 5, 7 & 8, Table 5; Gen Ed
Objectives 2, 3, & 5, Table 3)
learning outcome 2:
In Spring 2011: 100 students out of 151 (66%) answered
correctly. This result was 6 points above the expectation of
60%.
In Summer 2011: 21 students out of 28 (75%) answered
correctly. This result was 15 points above the expectation
of 60%.
In Fall 2011: 140 students out of 211 (66%) answered
correctly. This result was 6 points above the expectation of
60%.
The following processes / knowledge / abilities were
demonstrated:
• to remember and analyze conceptual knowledge
• to evaluate and apply procedural knowledge
Learning outcome 3 was assessed in Question 4. On
learning outcome 3:
In Spring 2011: 50 students out of 151 (33%) answered
correctly. This result was 7 points below the expectation of
40%.
In Summer 2011: 18 students out of 28 (64%) answered
correctly. This result was 24 points above the expectation
of 40%.
In Fall 2011: 114 students out of 211 (54%) answered
correctly. This result was 14 points above the expectation
of 40%.
The following processes / knowledge / abilities were
demonstrated:
• to remember and analyze factual knowledge
• to evaluate and apply procedural knowledge
Learning outcome 4 was assessed in Question 2. On
learning outcome 4:
In Spring 2011: 100 students out of 151 (66%) answered
correctly. This result was 6 points above the expectation of
60%.
In Summer 2011: 21 students out of 28 (75%) answered
correctly. This result was 15 points above the expectation
of 60%.
In Fall 2011: 140 students out of 211 (66%) answered
correctly. This result was 6 points above the expectation of
60%.
The following processes / knowledge / abilities were
demonstrated:
• to remember and analyze conceptual knowledge
• to evaluate and apply procedural knowledge
Learning outcome 5 was assessed in Question 3. On
learning outcome 5:
In Spring 2011: 104 students out of 151 (69% answered
correctly. This result was 1 points below the expectation of
70%.
In Summer 2011: 24 students out of 28 (86%) answered
correctly. This result was 16 points above the expectation
of 70%.
In Fall 2011: 178 students out of 211 (84%) answered
correctly. This result was 14 points above the expectation
of 70%.
The following processes / knowledge / abilities were
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demonstrated:
• to remember and analyze conceptual knowledge
• to evaluate and apply procedural knowledge
6. Students will interpret mathematically
common units and scales of concentration,
such as parts per million, parts per billion,
molarity, pH, and percentage for solutions
and gaseous mixtures. (Curricular
Objectives 3, 4, 5, 7 & 8, Table 5; Gen Ed
Objectives 2, 3, & 5Table 3)
Learning outcome 6 was assessed in Question 4. On
learning outcome #6 assessed in Question 4:
In Spring 2011: 50 students out of 151 (33%) answered
correctly. This result was 7 points below the expectation of
40%.
In Summer 2011: 18 students out of 28 (64%) answered
correctly. This result was 24 points above the expectation
of 40%.
In Fall 2011: 114 students out of 211 (54%) answered
correctly. This result was 14 points above the expectation
of 40%.
Learning outcome 6 was also assessed in Question 5. On
learning outcome 6 assessed in Question 5:
In Spring 2011: 39 students out of 151 (26%) answered
correctly. This result was 54 points below the expectation
of 80%.
In Summer 2011: 26 students out of 28 (93%) answered
correctly. This result was 13 points above the expectation
of 80%.
In Fall 2011: 138 students out of 211 (65%) answered
correctly. This result was 15 points below the expectation
of 80%.
The following processes / knowledge / abilities were
demonstrated:
• to remember and analyze factual knowledge
• to evaluate and apply procedural knowledge
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OVERALL PERFORMANCE SPRING 2011:
5 questions answered correctly – 100% grade:
8 students out of 151 = 5 %
4 questions answered correctly – 80% grade: 41 students out of 151 = 27%
3 questions answered correctly – 60% grade: 52 students out of 151 = 34%
2 questions answered correctly – 40% grade: 26 students out of 151 = 17%
1 question answered correctly – 20% grade:
15 students out of 151 = 10%
0 questions answered correctly – 0% grade:
9 students out of 151 = 7%
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OVERALL PERFORMANCE SUMMER 2011:
5 questions answered correctly – 100% grade:
12 students out of 28 = 43%
4 questions answered correctly – 80% grade: 7 students out of 28 = 25%
3 questions answered correctly – 60% grade: 2 students out of 28 = 7%
2 questions answered correctly – 40% grade: 6 students out of 28 = 21%
1 question answered correctly – 20% grade:
1 student out of 28 = 4%
0 questions answered correctly – 0% grade:
0 students out of 28 = 0%
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OVERALL PERFORMANCE FALL 2011:
5 questions answered correctly – 100% grade:
15 students out of 211 = 7 %
4 questions answered correctly – 80% grade: 69 students out of 211 = 33%
3 questions answered correctly – 60% grade: 66 students out of 211 = 31%
2 questions answered correctly – 40% grade: 37 students out of 211 = 18%
1 question answered correctly – 20% grade:
14 students out of 211 = 7%
0 questions answered correctly – 0% grade:
10 students out of 211 = 4%
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Conclusion:
All sections of CH-127 in all terms (Spring, Summer, Fall) of the 2011 calendar year were assessed. The
results show that in the first semester the students nearly met the expected outcomes as measured by both
group average score and proportion of students scoring 80% or above. The Summer 2011 group
significantly outperformed expectations by both metrics. The Fall 2011 group met expectations and
demonstrated modest but significant improvement over the Spring 2011 group, as the following
graphical summary of the histograms shows. A comparison between the Fall 2011 group and the
simulation according to estimated difficulty of each question however, exhibited more than twice as
many scores of 0% than predicted.
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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?
A correct response to Question 1 (medium difficulty) indicates that the student is able to perform
basic unit conversions using dimensional analysis (the factor-label method). Approximately 50%
of students were expected to answer correctly. Students taking CH-127 in Summer 2011 met or
exceeded expectations for this question.
A correct response to Question 2 (medium difficulty) indicates that the student is able to use the
molar mass of a compound as the conversion factor between mass in grams and quantity of matter
in moles. Approximately 60% of students were expected to answer correctly. Students taking
CH-127 in Spring, Summer and Fall terms of 2011 met or exceeded expectations for this question.
A correct response to Question 3 (low difficulty) indicates that the student understands that the
partial pressures of individual gases sum to the total pressure of a mixture. Approximately 70%
of students were expected to answer correctly. Students taking CH-127 in Spring, Summer and
Fall terms of 2011 met or exceeded expectations for this question.
A correct response to Question 4 (high difficulty) indicates that the student is able to perform
calculations that relate the concentration and volume of a solution to the quantity of dissolved
solute; the student also is able to interpret units of concentration commonly used in the health
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sciences. Approximately 40% of students were expected to answer correctly. Students taking
CH-127 in Summer and Fall 2011 exceeded expectations for this question, and students taking the
course in Spring 2011 nearly met expectations.
A correct response to Question 5 (low difficulty) indicates that the student is able to interpret pH
values as measurements of the acidity or basicity of physiological fluids. Approximately 80% of
students were expected to answer correctly. Students taking CH-127 in Summer 2011 met or
exceeded expectations for this question.
The significant outperformance of students taking CH-127 in the Summer term relative to other
students is likely due to different levels of preparation and background. This result also suggests
that the intense format of summer courses, when students complete CH-127 over one month and
meet both for lab and lecture at least three times per week, is beneficial for learning.
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 administration of the assessment quiz allowed course coordinators to identify areas of
weakness in students' comprehension of concepts or application of skills. These areas included
recalling the pattern of prefixes commonly used in the metric system, knowing the relative size of
the units at hand, or making proper use of the factor-label method (Question 1); interpreting a
chemical formula, correctly calculating molar mass, or properly using molar mass as a conversion
factor (Question 2); recognizing the additive nature of partial pressures, distinguishing the parts
from the whole in the data (Question 3); using percentage as a unit of concentration, applying the
factor-label method to solution concentrations (Question 4); using pH as a measure of the
concentration of an acid or a base, or recognizing the inverse relationship between acidity and
basicity (Question 5).
Some questions of the current format of the quiz simultaneously assess multiple learning
outcomes. While this design provides valuable information and allows the quiz to be very short,
the design also complicates the identification of particular areas that require greater emphasis or
practice.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The results of the assessment will be disseminated to all instructors so they can adjust their
courses to address areas of weakness. Future assessments will reveal how assessment and
feedback from the results contribute to improved learning outcomes. Instructors will also be
advised to compare the overall results of their students to both the expected scores based on the
estimated difficulty of the assessment questions, and to the actual results across the department. If
a group of students notably underperforms either the theoretical expectations or actual past results
for a particular question, increased emphasis on the learning outcome(s) assessed by that question
may be required. An important means to increase the average score of all students will be to
reduce the number who score 20% or below (0 or 1 out of 5 questions).
While the current format of the assessment quiz provides valuable information towards measuring
student learning outcomes, future revisions of the quiz will attempt to assess only one learning
outcome per question. These revisions will help pinpoint particular areas of weakness with
greater precision, and therefore help instructors to appropriate emphasis on particular concepts
and skills.
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GLOSSARY OF TERMS
Note: These definitions of terms are for the purposes of this assessment project only
Assessment assignment
Rubric
(Student) Learning
objectives
(Student) Learning outcomes
General education objectives
Curricular objectives
Course objectives
A course assignment, which may already be in place or may be designed specifically for
the assessment project, which will address at least one general educational objective, one
curricular objective (if applicable), and one or more of the course objectives. The
assignment should be conceived as an instructional unit to be completed in one class
session (such as a lab) or over several class sessions. It should be a meaningful part of the
student’s learning in the course. Since any one assignment is actually a complex activity, it
is likely to require that students demonstrate several types of knowledge and/or thinking
processes.
An explicit description of the standards by which students’ performance will be measured
for each outcome. 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.
An explicit statement of the skills and knowledge a student is expected to learn and be able
to demonstrate either in general education, in a curriculum, or in a course
Student behaviors, performance, or activities that demonstrate that students are meeting or
have met the learning objective(s)
Desired student learning in general education skills and in the liberal arts and sciences:
communication, analytic reasoning and problem solving, quantitative skills and
mathematical reasoning, information management, integration of knowledge,
differentiation of values, development of personal and collaborative skills, history, social
sciences, mathematics and sciences, the humanities and the arts
An explicit statement of the major points of learning that students must achieve to
complete a program of study; these include both general education objectives and
objectives specific to the curriculum
Major points of learning that students must achieve to complete a course; course objectives
include general education objectives, curricular objectives, and objectives specific to the
course
12/3/04
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