CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
QCC COURSE ASSESSMENT FORM
Date: Spring 2012
Department: Chemistry
Course: CH-151
Curriculum or Curricula: LS1, PE1, HS1, EH1, SF1
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 part of the two semester general chemistry sequence and is intended to provide students
with a fundamental knowledge of the modern theory in general and inorganic chemistry. It covers many important
topics, with emphasis on developing problem-solving skills as well as on concepts and theories. The course also
covers topics that are essential to many disciplines in science and technology. These include: matter and energy;
stoichiometry; gas laws; phase equilibrium; periodicity of elements; atomic and molecular structure; chemical
bonding; molecular orbital theory; kinetic theory; states of matter and intermolecular forces; atomic spectra;
properties of solutions; electrolytes; colligative properties; acid-base neutralization.
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:
Demonstrate proficiency in factual knowledge and conceptual understanding required for transfer to the junior year in a baccalaureate
program in natural science, mathematics, engineering, or computer science or any other program in health sciences. (LS1, PE1)
Demonstrate skills in mathematics to the minimum level of basic calculus concepts, including their applications to science and/ or
engineering. (LS1)
Demonstrate proficiency in communication skills, including technical writing and oral presentation. (LS1)
Apply concepts through use of current technology. (LS1)
Demonstrate an understanding of the professional, ethical, and social responsibilities related to the fields of natural science, forensic science,
mathematics, engineering, and /or computer science. (LS1, PE1, SF1)
Demonstrate proficiency in acquiring, processing and analyzing information in all its forms as related to the field of concentration. (LS1)
Use analytical reasoning skills and apply logic to solve problems. (PE1)
Use quantitative skills and mathematical reasoning to solve problems. (PE1)
Demonstrate effective skills in technical writing and oral presentation (PE1); Students will communicate effectively through reading, writing,
listening and speaking. (SF1)
Demonstrate a strong foundation in the core engineering fundamentals of general chemistry. (PE1)
Students will demonstrate competency in the concepts and methods of the foundation general chemistry courses required for transfer to the
junior year in Forensic Science at John Jay College. (SF1)
Students will apply concepts learned in the classroom and make conclusions based on scientific thinking. (SF1)
Students will work collaboratively in the laboratory to provide reasonable analysis of data obtained and to solve problems. (SF1)
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
Students will integrate the knowledge and skills gained in previous courses with subsequent courses to establish an all-around scientific
background. (SF1)
Demonstrate mastery of mathematics and science required for transfer to the junior year in a baccalaureate program in Environmental Health
or a related program. (EH1)
Demonstrate an understanding of the principles of chemistry and how they are fundamental to all living systems. (HS1)
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed objective’s ID number from
General educational objectives addressed by this course: Select from preceding list.
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 lifelong learning
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Students will solve
qualitative and quantitative
problems in chemistry.
a. Students will use the varied forms of mathematical communication: language, symbolic
notation, graphs, charts, to formulate quantitative ideas and patterns.
b. Students will interpret and solve single-step and multi-step word problems
c. Students will interpret diagrams and models as they relate to qualitative concepts and
quantitative problem-solving.
2. Students will classify matter a. Students will understand and apply terms used to describe the fundamental nature of
based on its composition.
matter, including pure substance, mixture, element, and compound.
3. Students will describe the
structure of atoms.
a. Students will calculate the number of electrons, neutrons, and protons in atoms and ions.
b. Students will identify isotopes, isobars and isoelectronic species.
4. Students will learn and
apply systematic chemical
nomenclature.
a. Students will learn and apply the nomenclature for ionic and covalent compounds
b. Students will know the names, symbols and charges of common ions, including polyatomic
ions.
c. Students will be able to deduce the charge on unfamiliar ions based on the rules of chemical
nomenclature.
5. Students will demonstrate
knowledge of the relative
mass scale, the atomic
mass unit, and the mole
concept .
a. Students will calculate molar mass.
b. Students will use Avogadro’s number, molar mass, and chemical formulas to do quantitative
calculations.
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
6. Students will demonstrate
knowledge of balancing
and interpreting chemical
equations, and
stoichiometry.
a. Students will write and balance chemical equations.
b. Students will write net ionic equations and predict the solubility of ionic compounds.
c. Students will perform stoichiometric calculations, including percent yield.
7. Students will use gas laws
to solve appropriate gas
problems.
a. Students will interpret the pressure of gases and use various units.
b. Students will distinguish the difference between ideal gases and real gases.
c. Students will calculate the density of gases.
d. Students will determine the atomic mass of a gas via Graham’s law.
8. Students will summarize
the quantum mechanics
view of the atomic
structure.
a. Students will describe the dual nature of the electron.
b. Students will comprehend the Bohr model of the H atom and draw the shapes of atomic
orbitals.
9. Students will apply the
Building-Up Principle to
write the electronic
structures of atoms.
a. Students will identify the four quantum numbers for elements.
b. Students will apply the Pauli exclusion principle and Hund’s rule when assigning electrons to
atomic orbitals.
10. Students will draw Lewis
structures of molecules
and ions.
a. Students will understand covalent bonding and ionic bonding.
b. Students will predict the shape and geometry of molecules using VSEPR theory.
c. Students will draw different resonance structures.
11. Students will interpret
valence bond and
molecular orbital theory.
a. Students will comprehend orbital hybridizations.
b. Students will understand pi and sigma bonds.
12. Students will explain the
nature of intermolecular
interactions.
a. Students will explain hydrogen bonding and dipole-dipole interactions.
b. Students will characterize different types of solids: metallic, ionic, molecular, network and
amorphous, as well as the three types of unit cells.
13. Students will predict the
colligative properties and
determine the behavior of
solutions.
a. Students will express solutions in terms of molality, molarity, % solute and mole fraction.
b. Students will calculate the boiling point elevation, freezing point depression and osmotic
pressure of solutions.
c. Students will apply both Henry’s law and Raoult’s law to problems of gas solubility and vapor
pressure.
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
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 solve qualitative and quantitative problems in chemistry.
2. Students will classify matter based on its composition.
4. Students will learn and apply systematic chemical nomenclature.
5. Students will demonstrate knowledge of the relative mass scale, the atomic mass unit, and the mole concept.
6. Students will demonstrate knowledge of balancing and interpreting chemical equations, and stoichiometry.
Curricular Objective(s) selected for assessment: (select from Table 2)
1. Demonstrate proficiency in factual knowledge and conceptual understanding required for transfer to the junior year
in a baccalaureate program in natural science, mathematics, engineering, or computer science or any other
program in health sciences. (LS1, PE1)
2. Demonstrate skills in mathematics to the minimum level of basic calculus concepts, including their applications to
science and/ or engineering. (LS1)
3. Demonstrate proficiency in acquiring, processing and analyzing information in all its forms as related to the field of
concentration. (LS1)
4. Use analytical reasoning skills and apply logic to solve problems. (PE1)
5. Use quantitative skills and mathematical reasoning to solve problems. (PE1)
6. Students will demonstrate competency in the concepts and methods of the foundation general chemistry courses
required for transfer to the junior year in Forensic Science at John Jay College. (SF1)
7. Demonstrate mastery of mathematics and science required for transfer to the junior year in a baccalaureate
program in Environmental Health or a related program. (EH1)
General Education Objective(s) addressed in this assessment: (select from Table 3)
GE#2: Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed
decisions
GE#3: Reason quantitatively and mathematically as required in their fields of interest and in everyday lifelong
learning
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,
Also in Table 6, 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.
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
American Chemical Society Assessment Exam for General Chemistry I
Student will take this national standardized exam at the end of the semester. Four of the exam questions
have been selected to represent fundamental concepts in General Chemistry. The selected problems
emphasize logical reasoning, visual interpretation, and application of mathematical methods to chemical
concepts. They also represent some of the topics that are critical to student success in subsequent
chemistry courses. The exam questions are multiple choice and each choice can be correlated to a certain
level of understanding or mastery of the concepts.
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 use the varied forms
of mathematical communication:
language, symbolic notation,
graphs, charts, to formulate
quantitative ideas and patterns.
2. Students will interpret and solve
single-step and multi-step word
problems.
3. Students will interpret diagrams
and models as they relate to
qualitative concepts and
quantitative problem-solving.
4. Students will understand and
apply terms used to describe the
fundamental nature of matter,
including pure substance,
mixture, element, and
compound.
5. Students will learn and apply the
nomenclature for ionic and
covalent compounds.
6. Students will know the names,
symbols and charges of common
ions, including polyatomic ions.
a. Students will attend class to
learn necessary concepts,
including chemical
terminology, visualization of
matter from a chemical
perspective, and methods for
solving logical and
mathematical problems
b. Students will engage in
problem solving through
graded and ungraded
assignments with feedback
from the instructor
c. Students will perform
laboratory experiments that
require understanding and
application of chemical
principles
d. Students will take the ACS
Assessment Exam for
General Chemistry I at the
end of the semester.
A. Student responses to four
selected exam problems on
the ACS assessment exam
will be analyzed. Students’
choices on the multiple
choice exam will be
correlated to their level of
understanding of the
particular concepts.
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
7. Students will be able to deduce
the charge on unfamiliar ions
based on the rules of chemical
nomenclature.
8. Students will calculate molar
mass.
9. Students will use Avogadro’s
number, molar mass, and
chemical formulas to do
quantitative calculations.
10. Students will perform
stoichiometric calculations,
including percent yield.
• Learning outcomes 3-7 are
associated with Curricular
Objectives #1, 3, 4, 6, 7 in Table
5 and Gen Ed Objective #2.
• Learning outcomes 1, 2, 8-10 are
associated with Curricular
Objectives #1-7 in Table 5 and
Gen Ed Objectives #2 and 3.
PART III. ASSESSMENT STANDARDS (RUBRICS)
TABLE 7: CH-151: Assessment Standards (Rubrics)
Brief description of assignment: (Copy from Table 6 above)
American Chemical Society Assessment Exam for General Chemistry I
Student will take this national standardized exam at the end of the semester. Four of the exam questions
have been selected to represent fundamental concepts in General Chemistry I. The selected problems
emphasize logical reasoning, visual interpretation, and application of mathematical methods to chemical
concepts. They also represent some of the topics that are critical to student success in subsequent
chemistry courses. The exam questions are multiple choice and each choice can be correlated to a certain
level of understanding or mastery of the concepts.
Desired student learning outcomes
(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:
y Describe the standards or rubrics
for measuring student
achievement of each outcome in
the assignment.
y Give the percentage of the class
that is expected to meet these
outcomes
If needed, attach copy(s) of rubrics.
1. Students will use the varied
forms of mathematical
A. Student responses to four
selected exam problems on
Each question requires more than one
step to solve or requires the student to
make use of assumed fundamental
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CH-151 Spring 2012 Course assessment
communication: language,
symbolic notation, graphs,
charts, to formulate quantitative
ideas and patterns.
2. Students will interpret and solve
single-step and multi-step word
problems.
3. Students will interpret diagrams
and models as they relate to
qualitative concepts and
quantitative problem-solving.
4. Students will understand and
apply terms used to describe the
fundamental nature of matter,
including pure substance,
mixture, element, and
compound.
5. Students will learn and apply the
nomenclature for ionic and
covalent compounds.
6. Students will know the names,
symbols and charges of
common ions, including
polyatomic ions.
7. Students will be able to deduce
the charge on unfamiliar ions
based on the rules of chemical
nomenclature.
8. Students will calculate molar
mass.
9. Students will use Avogadro’s
number, molar mass, and
chemical formulas to do
quantitative calculations.
10. Students will perform
stoichiometric calculations,
including percent yield.
• Learning outcomes 3-7 are
associated with Curricular
Objectives #1, 3, 4, 6, 7 in Table
5 and Gen Ed Objective #2.
• Learning outcomes 1, 2, 8-10
are associated with Curricular
Objectives #1-7 in Table 5 and
Prepared by David Sarno, Jun Shin, and Moni Chauhan
the ACS assessment exam
will be analyzed. Students’
choices on the multiple choice
exam will be correlated to their
level of understanding of the
particular concepts.
knowledge. Each response on the
selected multiple choice questions is
assigned a performance level (point
value) of 0-3 based on how completely
the question has been answered.
• Three points indicates that the
student can successfully solve the
problem and is able to work with the
information that is given, as well as
with assumed contextual knowledge
based on prior experience in the
course.
• Two points indicates that the
student understand most of the
necessary concepts but could not
make the final connection that
would completely solve the
problem.
• One point indicates that the student
may have recognized a step to
solving the problem but could not
make any additional conceptual
connections.
• Zero points indicate that the student
either did not recognize the type of
problem presented or did not know
how to begin solving it.
See rubric below.
Projected outcomes:
Question #1
Learning outcomes #5, 6, 7
• 27% expected to be 3
• 60% expected to be 2
• 13% expected to be 1 and 0
Question #8
Learning outcomes #3 and #4
• 40% expected to be 3
• 30% expected to be 2
• 30% expected to be 1 and 0
Question #16
Learning outcomes #1, 2, 8, 9
• 30% expected to be 3
• 40% expected to be 2
• 15% expected to be 1
• 15% expected to be 0
Question #21
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CH-151 Spring 2012 Course assessment
Gen Ed Objectives #2 and 3.
Prepared by David Sarno, Jun Shin, and Moni Chauhan
Learning outcomes #1, 2, 8, 9, 10
• 43% expected to be 3
• 27% expected to be 2
• 15% expected to be 1
• 15% expected to be 0
RUBRIC FOR SELECTED QUESTIONS ON ACS ASSESSMENT EXAM FOR CH‐151 Question 1 Choice A B C D Performance Evaluation level Able to deduce charge on ions from formula; does not know names of 2 common polyatomic ions
Correct response; able to deduce charges on ions from formula and also 3 knows names and charges of common polyatomic ions Unable to deduce charges on ions; does not know names of common 0 polyatomic ions
2 Knows names of common polyatomic ions; unable to deduce charges on ions Question 8 Choice A B C D Performance Evaluation level Able to recognize visual depiction of mixtures; unable to distinguish between 2 compounds and elements
Able to recognize visual depiction of mixtures; unable to distinguish between 2 compounds and elements
Does not know necessary and fundamental chemical definitions or cannot 0 recognize visual depiction of such concepts
Correct response; understands key differences between compounds, elements, mixtures, and pure substances and can recognize their visual 3 depictions Question 16 Choice A B C D Performance Evaluation level Does not understand importance of chemical formula to performing 0 fundamental calculations
Correct response; understands relation between chemical formula, molecular 3 weight, mole concept and fundamental calculations
Able to perform typical mass‐mole conversions; cannot apply mole concept to 2 elements in compounds or cannot interpret chemical formula Able to interpret chemical formula for ratio of elements to compound; unable 1 to perform fundamental mass to moles conversions
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
Question 21 Choice A B C D Performance Evaluation level Unable to properly apply concepts of moles, stoichiometry or percent yield to 0 typical problems
Correct response; able to properly apply mole concepts and stoichiometry to typical problems; able to calculate percent yield from given and calculated 3 data Able to perform mass‐mole conversions; unable to properly apply 2 stoichiometry to typical problems; able to calculate percent yield from given and calculated data
Able to perform mass‐mole conversions; unable to apply stoichiometry 1 concept or properly calculate percent yield
PART IV. ASSESSMENT RESULTS
TABLE 8a: CH-151: Summary of Assessment Results, Spring 2012, N=101 students, 8 sections
Question 1
Performance Level
A
2
B (correct)
3
C
0
Evaluation
Able to deduce charge on ions from formula; does not know names of common polyatomic ions
Correct response; able to deduce charges on ions from formula and also knows names and charges of common polyatomic ions
Unable to deduce charges on ions; does not know names of common polyatomic ions 11
26
11
53
10.9 % (30%)
25.7 % (27%)
10.9 % (13%)
52.5 % (30%)
13.3 % (27.5%)
24.0 % (25%)
16.7 % (20%)
46.0 % (27.5%)
A
2
B
2
C
0
D (correct)
3
# of Students
Outcome: 2012
Actual (Expected)
Outcome: 2010
Actual (Expected)
Question 8
Performance Level
Evaluation
# of Students
Outcome: 2012
Actual (Expected)
Outcome: 2010
Actual (Expected)
Question 16
Performance Level
Evaluation
Does not know necessary and fundamental chemical definitions or cannot recognize visual depiction of such concepts
D
2
Knows names of common polyatomic ions; unable to deduce charges on ions Correct response;
understands key differences between compounds, elements, mixtures, and pure substances and can recognize their visual depictions
Able to recognize visual depiction of mixtures; unable to distinguish between compounds and elements
Able to recognize visual depiction of mixtures; unable to distinguish between compounds and elements
7
2
59
33
6.9 % (15%)
2.0 % (15%)
58.4 % (30%)
32.7 % (40%)
6.7 % (22.5%)
0.7 % (22.5%)
54.7 % (20%)
38.0 % (35%)
A
0
B (correct)
3
C
2
D
1
Does not understand Correct response; Able to perform typical Able to interpret 9
CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
importance of chemical formula to performing fundamental calculations
mass‐mole conversions; cannot apply mole concept to elements in compounds or cannot interpret chemical formula
chemical formula for ratio of elements to compound; unable to perform fundamental mass to moles conversions
11
32
53
5
10.9% (15%)
31.7 % (30%)
52.5 % (40%)
5.0 % (15%)
16.0 % (20%)
28.0 % (30%)
46.7 % (30%)
9.3 % (20%)
A
0
B (correct)
3
C
2
D
1
Unable to properly apply concepts of moles, stoichiometry or percent yield to typical problems
Correct response; able to properly apply mole concepts and stoichiometry to typical problems; able to calculate percent yield from given and calculated data
Able to perform mass‐
mole conversions; unable to properly apply stoichiometry to typical problems; able to calculate percent yield from given and calculated data
Able to perform mass‐
mole conversions; unable to apply stoichiometry concept or properly calculate percent yield
13
44
29
15
12.9 % (15%)
43.6 % (43%)
28.7 % (27%)
14.9 % (15%)
18.0 % (20%)
40.7 % (35%)
29.3 % (25%)
12.0 % (20%)
# of Students
Outcome: 2012
Actual (Expected)
Outcome: 2010
Actual (Expected)
Question 21
Performance Level
Evaluation
understands relation between chemical formula, molecular weight, mole concept and fundamental calculations
# of Students
Outcome: 2012
Actual (Expected)
Outcome: 2010
Actual (Expected)
Question #1
Question #8
B: 2.0%
A: 6.9%
A: 10.9%
*D: 32.7%
*B: 25.7%
D: 52.5%
C: 58.4%
C: 10.9%
Correct choice: B Correct choice: D Question #16
Question #21
D: 5.0%
A: 10.9%
C: 52.5%
D: 14.9%
*B: 31.7%
Correct choice: B A: 12.9%
C: 28.7%
*B: 43.6%
Correct choice: B 10
CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
TABLE 8b: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Educational Goals and/or
General Education Objectives
addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
1. Students will use the varied forms of
mathematical communication:
language, symbolic notation,
graphs, charts, to formulate
quantitative ideas and patterns.
2. Students will interpret and solve
single-step and multi-step word
problems.
3. Students will interpret diagrams and
models as they relate to qualitative
concepts and quantitative problemsolving.
4. Students will understand and apply
terms used to describe the
fundamental nature of matter,
including pure substance, mixture,
element, and compound.
5. Students will learn and apply the
nomenclature for ionic and covalent
compounds.
6. Students will know the names,
symbols and charges of common
ions, including polyatomic ions.
7. Students will be able to deduce the
charge on unfamiliar ions based on
the rules of chemical nomenclature.
8. Students will calculate molar mass.
9. Students will use Avogadro’s
number, molar mass, and chemical
formulas to do quantitative
calculations.
10. Students will perform
stoichiometric calculations,
including percent yield.
• Learning outcomes 3-7 are
Question #1 on the exam tested learning outcomes #5 – 7: 25.7%
of students scored 3, 63.4% scored 2 (10.9% + 52.5%) and 10.9%
scored 0. These results were similar to the expected outcomes. This
problem tested the students’ ability to learn and apply systematic
chemical nomenclature, and to infer information from the
nomenclature.
Question #8 on the exam tested learning outcomes #3 and 4:
32.7% of students scored 3, 8.9% scored 2 (6.9% + 2.0%) and 58.4%
scored 1 or 0. The result for the highest score was similar to the
expected outcomes. However, scores of 0 and 1 were much higher
than expected and a score of 2 was much lower than expected. This
problem tested the students’ ability to solve both qualitative problems
in chemistry based on their understanding of the important concepts
and theories of chemical composition and bonding of matter, and to
interpret information presented as a visual model.
Question #16 on the exam tested learning outcome #1, 2, 8, 9:
31.7% of students scored 3, 57.5% scored 2 (52.5% + 5.0%), 9.3%
scored 1 and 10.9% scored 0. The result for the highest score was
similar to the expected outcome. Results for a score of 2 were much
higher than expected, while results of 1 and 0 were less than
expected. This problem tested the students’ ability to solve
quantitative problems in chemistry based on their understanding of
the chemical composition of matter as expressed by chemical
formulas.
Question #21 on the exam tested learning outcomes #1, 2, 8, 9,
10: 43.6% of students scored 3, 28.7% scored 2, 14.9% scored 1 and
12.9% scored 0. The result for scores of 3 and 2 were higher than
expected and the results for scores of 0 and 1 were lower than
expected. This problem tested the students’ ability to solve multi-step
quantitative problems in chemistry based on their understanding of
the chemical composition of matter and chemical bonding as
expressed by chemical formulas. 11
CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
associated with Curricular
Objectives #1, 3, 4, 6, 7 in Table 5
and Gen Ed Objective #2.
• Learning outcomes 1, 2, 8-10 are
associated with Curricular
Objectives #1-7 in Table 5 and Gen
Ed Objectives #2 and 3.
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.
**Following the assessment that took place in spring 2010, the course instructors were given a
synopsis of the report and were asked to work with the students on the key concepts that had been
tested. The expected outcomes for the correct choices were subsequently modified.**
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Question #1: This question asks students to name a compound based on the given chemical formula. To
do this, students must know the names and charges of common polyatomic ions; they must know how
charge on an unknown ion can be deduced by inspection or simple algebra; and they must know the
system for naming transition metal ions. Most students are able to only partially solve this question. The
most commonly chosen response indicates that the students have learned the names of common
polyatomic ions but that they have either not memorized the associated charges or, if they know the
charges, they are unable to use them in conjunction with the chemical formula to determine the charge on
the counter-ion. A smaller number of students appear to be able to deduce charges from a formula but do
not know the names of the ions.
From 2010 to 2012, the percentage of students who picked the correct choice increased by only 1.7%, from
24% to 25.7%. More encouraging is that the “worst” choice was picked by nearly 6% fewer students. The
other two incorrect choices were assigned the same point value. The percentage of students who correctly
identify the names of the ions, but not their charges increased from 46% to 52.5%.
Question #8: The actual outcome for the correct choice was close to our predicted outcome and
suggested that these students 1) know the chemical definition of the term “mixture”, 2) that they understand
the difference between compounds and elements, and 3) that they can see how those terms can be
represented visually. However, most of the students picked the “worst” response that suggested the
misconception that a compound is simply a mixture of two elements, rather than two or more elements that
have been chemically combined. Considering the very low outcome for the two other better and equivalent
responses, it appears that most students also do not clearly understand the fundamental difference
between elements and compounds. However, it is also possible that most of the students were simply
unable or unprepared to interpret the visual model.
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
From 2010 to 2012, a smaller percentage of students chose the correct response (decreasing from 38% to
32.7%) and more students chose the “worst” response (increasing from 54.7% to 58.4%). There was little
change in the other choices.
Question #16: The actual outcome for the correct response was slightly higher than expected. Most
students can successfully determine the molar mass of a compound from its chemical formula and can also
convert mass to moles. However, most students were unable to determine how many moles of atoms are in
the calculated number of moles of the compound. This suggests that the mole concept is not well
understood, specifically as it relates to atoms as the constituent particles of a compound.
From 2010 to 2012, the percentage of students who picked the correct choice increased by 3.7%, from
28% to 31.7%. More encouraging is that the “worst” choice was picked by about 5% fewer students. Also,
nearly 6% more students chose the second best response, suggesting improvements in their
understanding of the most common types of mole calculations.
Question #21: This problem assesses many skills and concepts, including molar mass, mass-mole/molemass conversions, interpretation of chemical equations (mole ratios), and percent yield. It is the “classic”
multistep stoichiometry problem that is the culmination of several earlier chapters. Most students picked the
correct choice and the actual outcome was close to the expected outcome. Of those that picked other
choices, most could successfully determine molar masses and perform mass-moles conversions, and more
students knew how to calculate percent yield than did not. The major problem for these students appeared
to be proper application of stoichiometry when presented with chemical equations.
From 2010 to 2012, the percentage of students who picked the correct choice increased by about 3%, from
40.7% to 43.6%. More encouraging is that the “worst” choice was picked by about 5% fewer students, while
there was a 3% increase in the choice that involved at least the simplest mole calculations. Also, nearly 6%
more students chose the second best response, suggesting improvements in their understanding of the
most common types of mole calculations.
Changes in weighted average from 2010 to 2012: A weighted average was calculated based on the
percentage of students who chose each answer and their respective point values from the rubric. This
provides a simple way of looking at the overall changes in the results for each question. The correct answer
is assigned 3 points and the value decreases for the incorrect answers depending on how close they bring
the student to the correct solution. This can be considered as analogous to earning “partial credit”. The
weighted average takes this “partial credit” into account. The closer the weighted average is to 3 points, the
more students chose the correct 3 point answer or the next best 2 point answer.
Question # / description
1: chemical nomenclature
8: elements, compounds,
mixtures / visual models
16: mole ratios
21: stoichiometry / percent yield
2010 weighted average
1.91
2012 weighted average
2.04 (increase)
1.29
1.16 (decrease)
1.87
1.93
2.05 (increase)
2.03 (increase)
The weighted averages show that the outcomes have improved for the questions about chemical
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
nomenclature (#1), mole ratios (#16), and stoichiometry (#21). The outcome has become worse for the
question using visual models to classify matter (#8).
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?
This particular assignment is given at the end of the course. Its purpose is to show what students have
learned with respect to several fundamental chemical concepts that they will need to use in subsequent
classes. The evaluation of the outcomes will be discussed with the members of the department to improve
learning in the desired areas. The same questions will be used in subsequent semesters, and the collected
data will be evaluated over time.
The questions are written in very simple straightforward sentences. There is little to distract and little to
misinterpret. The multiple choice answers give the correct response plus responses that anticipate the most
common incorrect choices. Question #1, 16, and 21 require a logical and widely applicable sequence of
steps to arrive at the correct answer. They also require an understanding of quantitative relationships
including simple algebra, ratios, dimensional analysis, and multistep calculations. Rote memorization is
only useful to a limited extent in question #1. Question #8 assesses the students’ ability to apply
fundamental definitions to a simple visual model. This is a critical skill in chemistry since the phenomena
discussed are frequently based on the behavior of particles that cannot be seen. Thus various 2D and 3D
models and interpretations are necessary.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Question #1: Though the chemical nomenclature is systematic, polyatomic ions are typically problematic
because many of the names and formulas are very similar. Greater effort could be spent discussing and
applying the nomenclature system as it applies to these species so that students can understand why a
certain formula has a certain name. However, the most effective solution is probably to encourage the
students to prepare their own memory aids, such as flashcards, so that they can memorize names,
formulas and charges of the most common polyatomic ions. In addition, extensive practice is necessary in
class and as homework because repetition will bring familiarity, not only with the names, but with deducing
charges as required by this problem. Further, once the topic has been taught, it should be continuously
referred to and applied in later chapters, reinforcing that this is the language of chemistry and it must be
spoken to succeed.
Question #8: The classification of matter as pure substances, mixtures, compounds, and elements is the
first topic covered in most general chemistry classes. It is usually covered very quickly and with examples
of “common, everyday” substances, rather than with chemical symbols and formulas. While it should not be
assumed that all students understand the information conveyed by chemical formulas, the outcome of this
problem suggests that they should be included as examples. Including another assessment question on the
same topic that uses words only may indicate if the poor outcome on this problem is due to an inability to
interpret the diagram, or to a fundamental misconception of the topic itself. In any event, it is advisable to
use more visual models in class and in homework problems, especially with topics that require an
understanding of the particulate nature of matter and its changes.
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CH-151 Spring 2012 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
Question #16: The simplest explanation for the overall outcome of this problem is that it was simply
misinterpreted. If read quickly, “How many moles of manganese are in 286 g of Mn2O3?” could be seen as
asking for the number of moles of the compound, rather than the moles of atoms. Inserting the word
“atoms” so that it reads “How many moles of manganese atoms are in 286 g of Mn2O3?” should remove
any ambiguity. However, the question as written provides all the information that is necessary and students
should be expected to read every question carefully. More likely is that because most of the emphasis is
placed on mass-moles conversions and stoichiometry, students are underexposed to the concept that
chemical formulas contain their own mole ratios of atoms to each unit of the compound. More practice in
class and in homework should be devoted to using these “internal” whole-number mole ratios. In addition,
“real world” ratios, such as “2 eyes to 1 face” or “4 wheels to one car” should be used as analogies to the
ratios contained in chemical formulas.
Question #21: Students must be able to solve multi-step problems if they are to succeed in later courses.
A great deal of class time is devoted to stoichiometry, which combines several skills and concepts. Solving
more problems in class and in homework may help, but will be ineffective if the students continue to make
the same mistakes. A methodical approach that includes explicit application of dimensional analysis is
recommended. These problems should first be presented in well-defined separate steps that instruct the
students to “convert mass of A to moles of A”, followed by “convert moles of A to moles of B”, and then
“convert moles of B to mass of B”. These “step a, b, c” problems should then be replaced with more
realistic and challenging problems that imply, but do not explicitly state, the same sequence of steps. More
generally, this approach may also help students overcome the common challenge of recognizing what is
being asked by problems that are written differently than those they have already encountered.
There were minor gains in three out of the four areas tested when comparing the results from 2012
with those from 2010. The course coordinators still recommend practice along with exposure to a
wider variety of problems as the best ways for students to improve in the areas assessed. It is
possible that the recommendations have not been implemented by all instructors. A synopsis of the
findings, plus a bulleted action plan will again be distributed to the instructors who will be urged to
act on the results and recommendations.
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