Department: Chemistry
Course: Chemistry 127 (Introductory College Chemistry)
Curriculum or Curricula: HS1, LA1
PART I. STUDENT LEARNING OBJECTIVES
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; while 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 a 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 decision. (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)
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
2.
3.
5.
7.
Integrate knowledge and skills in their program of study
Work collaboratively in diverse groups directed at accomplishing learning
objectives
1(14)
9.
Employ concepts and methods of the natural and physical sciences to make
informed judgments
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
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.
1.
2. To develop the abilities to
solve both qualitative and
quantitative
problems
in
chemistry and health related
fields.
To
learn
fundamental
experimental techniques used in
health related chemistry and to
effectively
communicate
experimental findings using
writing.
3.
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
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.
2(14)
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 decision. (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
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.
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.
3(14)
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.
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)
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.)
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 multiplechoice questions
designed to test the
learning outcomes
described at left.
A. Five multiple-choice
questions designed by the
course coordinators to
assess the desired student
learning outcomes (see
far left) will be
administered as part of
the students’ overall
evaluation. The students’
responses will be
analyzed according the
standards described in
Table 7.
PART III. ASSESSMENT STANDARDS (RUBRICS)
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
4(14)
errors.
Desired student learning outcomes from the
assignment: (Copy from Column 1, Table 6
above; include Educational Goals 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 perform basic unit
A. Five multiple-choice questions
designed by the course
coordinators to assess the desired
student learning outcomes (see far
left) will be administered as part of
the students’ overall evaluation.
The students’ responses will be
analyzed according the standards
described in Table 7.
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.
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; Gen Ed Objectives 2, 3, &
5, Table 3)
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:
Relevant concept(s): pH of
solutions
Expected Percent Correct: 80%
Standards for measuring and interpreting student performance
Question 1:
Relevant concept(s): Unit conversion and the metric system
5(14)
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 size 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.
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. Six examples follow.
TABLE 8A: CH 127 Assessment Results for Fall 2014, N= 315 students
Question 1
Student Response
Interpretation of
response
Correct
The student is able to perform
basic unit conversions using
dimensional analysis (the
6(14)
Incorrect
The student did not grasp (1) the pattern
of prefixes commonly used in the metric
system, (2) the relative size of the units
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
Interpretation of
response
Number of Students
Actual Percent
Expected Percent
factor-label method) and to at hand, (3) the proper use of the factordemonstrate an understanding label method, or (4) the use of numbers
of numbers expressed in in exponential notation.
exponential notation.
126
189
40
60
50
50
Correct
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.
Incorrect
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.
202
64
60
113
36
40
Correct
Incorrect
The student understands that The student (1) did not grasp the
the partial pressures of additive nature of partial pressures, or
individual gases sum to the (2) did not correctly distinguish the parts
total pressure of a mixture.
from the whole in the data.
252
80
70
63
20
30
Correct
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.
158
50
40
Incorrect
Question 5
7(14)
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.
157
50
60
Student Response
Interpretation of
response
Number of Students
Actual Percent
Expected Percent
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.
198
117
63
37
80
20
TABLE 8C: CH 127 Assessment Results for Spring 2015, N= 238 students
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
Correct
The student is able to perform
basic unit conversions using
dimensional analysis (the
factor-label method) and to
demonstrate an understanding
of numbers expressed in
exponential notation.
71
30
50
Incorrect
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 factorlabel method, or (4) the use of numbers
in exponential notation.
Correct
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.
Incorrect
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.
143
60
60
95
40
40
167
70
50
Correct
Incorrect
The student understands that The student (1) did not grasp the
the partial pressures of additive nature of partial pressures, or
individual gases sum to the (2) did not correctly distinguish the parts
total pressure of a mixture.
from the whole in the data.
183
77
55
23
8(14)
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
70
30
Correct
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.
107
45
40
Incorrect
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.
131
55
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.
167
71
70
30
80
20
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 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,
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 Fall 2014: 126 students out of 315 (40%) answered correctly. This
result was 10% below the expectation of 50%.
In Spring 2015: 71 students out of 238 (30%) answered correctly. This
result was 20% below the expectation of 50%.
The following process / knowledge / abilities were demonstrated:
• remember and analyze factual knowledge
• analyze and evaluate procedural knowledge
Learning outcome #2 was assessed in question # 2. On learning outcome
#2:
In Fall 2014: 202 students out of 315 (64%) answered correctly. This
result was 4% above the expectation of 60%.
In Spring 2015 : 143 students out of 238 (60%) answered correctly. This
result was equal to the expectation of 60%.
The following process / knowledge / abilities were demonstrated:
9(14)
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, & 5Table 3)
• remember and analyze conceptual knowledge
• analyze and evaluate procedural knowledge
Learning outcome #3 was assessed in Question #4. On learning outcome
#3:
In Fall 2014: 158 students out of 315 (50%) answered correctly. This
result was 10% above the expectation of 40%.
In Spring 2015: 107 students out of 238 (45%) answered correctly. This
result was 5% above the expectation of 40%.
The following process / knowledge / abilities were demonstrated:
• remember and analyze factual knowledge
• analyze and evaluate procedural knowledge
Learning outcome #4 was assessed in question # 2. On learning outcome
#4:
In Fall 2014: 126 students out of 202 (64%) answered correctly. This
result was 4% above the expectation of 60%.
In Spring 2015: 143 students out of 238 (60%) answered correctly. This
result was equal to the expectation of 60%.
The following process / knowledge / abilities were demonstrated:
• remember and analyze conceptual knowledge
• analyze and evaluate procedural knowledge
Learning outcome #5 was assessed in question # 3. On learning outcome
#5:
In Fall 2014: 252 students out of 315 (80%) answered correctly. This
result was 10% above the expectation of 70%.
In Spring 2015: 183 students out of 238 (77%) answered correctly. This
result was 7% above the expectation of 70%.
The following process / knowledge / abilities were demonstrated:
• remember and analyze conceptual knowledge
• analyze and evaluate procedural knowledge
Learning outcome #6 was assessed in Question # 4. On learning outcome
#6 assessed in question # 4:
In Fall 2014: 158 students out of 315 (50%) answered correctly. This
result was 10% above the expectation of 40%.
In Spring 2015: 107 students out of 338 (45%) answered correctly. This
result was 5% above the expectation of 40%.
Learning outcome #6 was also assessed in Question #5. On learning
outcome #6 assessed in question # 5:
In Fall 2014: 198 students out of 315 (63%) answered correctly. This
result was 17% below the expectation of 80%.
In Spring 2015: 167 students out of 238 (70%) answered correctly. This
result was 10% below the expectation of 80%.
The following process / knowledge / abilities were demonstrated:
• remember and analyze factual knowledge
• analyze and evaluate procedural knowledge
OVERALL PERFORMANCE FALL 2014:
5 QUESTIONS ANSWERED CORRECTLY - 100% GRADE: 35 STUDENTS OUT OF 315 = 11 %
4 QUESTIONS ANSWERED CORRECTLY - 80% GRADE: 77 STUDENTS OUT OF 315 = 24%
3 QUESTIONS ANSWERED CORRECTLY – 60% GRADE: 97 STUDENTS OUT OF 315 = 31%
10(14)
2 QUESTIONS ANSWERED CORRECTLY – 40% GRADE: 67 STUDENTS OUT OF 315 = 21 %
1 QUESTION ANSWERED CORRECTLY – 20% GRADE:
26 STUDENTS OUT OF 315 = 8 %
0 QUESTIONS ANSWERED CORRECTLY – 0% GRADE:
13 STUDENTS OUT OF 315 = 4 %
OVERALL PERFORMANCE SPRING 2015:
5 QUESTIONS ANSWERED CORRECTLY - 100% GRADE: 17 STUDENTS OUT OF 238 = 7 %
4 QUESTIONS ANSWERED CORRECTLY - 80% GRADE: 60 STUDENTS OUT OF 238 = 25 %
3 QUESTIONS ANSWERED CORRECTLY – 60% GRADE: 73 STUDENTS OUT OF 238 = 31 %
2 QUESTIONS ANSWERED CORRECTLY – 40% GRADE: 47 STUDENTS OUT OF 238 = 20 %
1 QUESTION ANSWERED CORRECTLY – 20% GRADE: 31 STUDENTS OUT OF 238 = 13 %
0 QUESTIONS ANSWERED CORRECTLY – 0% GRADE: 10 STUDENTS OUT OF 238 = 4 %
Student Cohort
Cohort Size
Average Correct
Pre (random guessing)
N/A
1.3
Post
N/A
3.0
Spring 2011
152
2.8
Spring 2012
221
3.0
Fall 2012
217
3.1
Spring 2013
191
2.9
Fall 2013
311
2.8
Fall 2014
314
3.0
Spring 2015
238
2.8
11(14)
Figure 1: Summary of assessment results for each and expected results before taking the course (Pre) and expected
results after completion (Post). Lighter colored boxes indicate a greater number of correct answers out of five.
RESULTS AND CONCLUSIONS:
•
•
•
•
Students consistently score at or very near the coordinators' a priori expected of 3/5 on the
assessment quiz.
The share of students performing highly (80% or 100%) appears to be growing, albeit gradually, with
subsequent rounds of assessment.
The share of students performing poorly (0% or 20%) is also consistently higher than expected, and
this subgroup skews average performance downward.
Underperformance on questions 1 (units) and 5 (pH) also pulls down the average score, so we shall
have to continue including a pre-semester note to instructors about students' difficulty with these
concepts.
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Seven semesters' data for the assessment of Introductory General Chemistry show remarkable
consistency, both in total score on the quiz and in performance on individual questions. Overall
performance has met the a priori expectations of course-coordinators in most semesters, and only
narrowly fell below expectations in the other three: In Spring 2011, Fall 2013, and Spring 2015, average
performance was lower than expected to by a small but a statistically significant degree.
As there appears to be a noisy trend over time for an ever greater share of the students to score perfect or
near perfect scores, it is clear that an over-representation relative to expectations of low scores (0 or 1 out
of 5) lowers overall performance. Consistent with previous results, the two questions where students are
most likely to miss expectations were Question 1, which assesses challenging core-concept of unitconversion, and Question 5, which assesses a topic that comes late in the semester (pH).
Further details follow.
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; 40% and 30% did so in the Fall of 2014 and Spring of 2015,
respectively.
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; 64% and 60% did so in the Fall of
2014 and Spring of 2015, respectively.
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; 80% and 70% did so in the Fall of 2014 and Spring of 2015, respectively.
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 sciences. Approximately 40% of
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students were expected to answer correctly; 50% and 45% did so in the Fall of 2014 and Spring of 2015,
respectively.
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, but only 63% and 70% did so in the Fall of 2014 and Spring of 2015,
respectively.
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As a group students consistently score at or near the expected overall average.
Students continue to struggle mastering conversion of units as addressed by Question 1.
The share of students earning low scores (0%-20%) remains higher than a priori expectations.
The share of students earning high scores (80%-100 %) appears to be growing over time.
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?
Having noted in past reports that the size and student demographics in Summer terms differs greatly from
that in Fall and Spring terms, this report only considers those semesters. sModest improvement in overall
performance in the first few semesters after assessment began appears now to have been statistical noise.
Despite some evidence of a growing share of students earning high scores, assessment consistently shows
that too many students finish the course with a weak understanding of several key concepts. To improve
the performance of the whole group, we must reach this subgroup.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
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The course coordinators send the following e-mail to all instructors (laboratory and lecture) of
Chemistry 127 at the beginning of each semester.
Hello CH-127 Instructors--Welcome back! For the last several terms the Chemistry Department has implemented a short assessment
quiz to test students' understanding of a few core principles in CH-127. As part of the assessment, the
coordinators of CH-127 must share the results among instructors.
Please consider the following findings (mostly good!) as you plan your course this semester:
-Overall, students meet the Department's expectations; they demonstrate adequate understanding of the
central concepts of general chemistry, including dimensional analysis, molar mass, gas laws, the
chemistry of solutions, and acid-base equilibria. In many areas, students often exceed expectations.
-Students' performance has been largely consistent over the last few semesters, with gradual
improvements since assessment began. Not too surprisingly, we found that summer students generally
outperform students during the normal school year.
We also found some areas that require improvement:
-Many students cannot correctly convert units, particularly if a question requires them to use scientific
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notation or the vocabulary of the metric system. This difficult skill is central to CH-127. All of us spend
what may feel like too much time early in the term on dimensional analysis and conversion of units, but
we need to drill even more. Students whose program requires additional chemistry, physics, or math will
especially benefit.
-As a group, Fall and Spring students show a weak understanding of concepts that typically come late in
the course: kinetics, equilibria, acids-base reactions, and nuclear activity. We appreciate that time often
does not allow thorough treatment of these topics. However, because acid-base reactions are critical in
biochemistry and other health-related fields, we ask all instructors to introduce at least the fundamental
ideas of acids and bases, such as the meaning of the pH-scale.
Thank you,
Derek Bruzewicz, Sharon Lall-Ramnarine, Irina Rutenburg, and Paul Sideris
One course coordinator has been collaborating with another instructor of General Chemistry and a
professor in the Department of Mathematics and Computer Science to test two methods for assisting
students in applying mathematics to chemical problems: a three-day, pre-semester “boot-camp” in
mathematical problem-solving, and an hour-long weekly instructor-guided session in problem-solving
that emphasizes mathematics and metacognition.
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