CH-151 Spring 2014 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
Date: Spring 2014
Department: Chemistry
Course: CH-151
Curriculum or Curricula: LS1, PE1, HS1, EH1, SF1, BY1
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)
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)
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CH-151 Spring 2014 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
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.
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.
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CH-151 Spring 2014 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
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 2014 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 2014 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 2014 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:
 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 use the varied
forms of mathematical
communication: language,
A. Student responses to four
selected exam problems on
the ACS assessment exam
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 2014 Course assessment
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
Gen Ed Objectives #2 and 3.
Prepared by David Sarno, Jun Shin, and Moni Chauhan
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
 30% expected to be 3
 60% expected to be 2
 10% expected to be 0
Question #8
Learning outcomes #3 and #4
 40% expected to be 3
 30% expected to be 2
 30% expected to be 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
Learning outcomes #1, 2, 8, 9, 10
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CH-151 Spring 2014 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan




45% expected to be 3
25% 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,
3
elements, mixtures, and pure substances and can recognize their visual
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 2014 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
3
typical problems; able to calculate percent yield from given and calculated
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 2014, N=152 students, 10 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
23
28
37
64
15.1 % (30%)
18.4 % (30%)
24.3 % (10%)
42.1 % (30%)
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: sp2014
Actual (Expected)
Outcome: sp2012
Actual (Expected)
Outcome: sp2010
Actual (Expected)
Question 8
Performance Level
Evaluation
# of Students
Outcome: sp2014
Actual (Expected)
Outcome: sp2012
Actual (Expected)
Outcome: sp2010
Actual (Expected)
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
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
19
12
86
35
12.5 % (15%)
7.9 % (15%)
56.6 % (30%)
23.0 % (40%)
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%)
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CH-151 Spring 2014 Course assessment
Question 16
Performance Level
Evaluation
# of Students
Outcome: sp2014
Actual (Expected)
Outcome: sp2012
Actual (Expected)
Outcome: sp2010
Actual (Expected)
Question 21
Performance Level
Evaluation
# of Students
Outcome: sp2014
Actual (Expected)
Outcome: sp2012
Actual (Expected)
Outcome: sp2010
Actual (Expected)
A
0
Does not understand
importance of chemical
formula to performing
fundamental calculations
Prepared by David Sarno, Jun Shin, and Moni Chauhan
B (correct)
3
Correct response;
understands relation
between chemical
formula, molecular
weight, mole concept
and fundamental
calculations
C
2
Able to perform typical
mass-mole conversions;
cannot apply mole
concept to elements in
compounds or cannot
interpret chemical
formula
D
1
Able to interpret
chemical formula for
ratio of elements to
compound; unable to
perform fundamental
mass to moles
conversions
18
57
63
14
11.8 % (15%)
37.5 % (30%)
41.4 % (40%)
9.2 % (15%)
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 massmole conversions;
unable to properly apply
stoichiometry to typical
problems; able to
calculate percent yield
from given and
calculated data
Able to perform massmole conversions;
unable to apply
stoichiometry concept or
properly calculate
percent yield
29
59
46
18
19.1 % (15%)
38.8 % (45%)
30.3 % (25%)
11.8 % (15%)
12.9 % (15%)
43.6 % (45%)
28.7 % (25%)
14.9 % (15%)
18.0 % (20%)
40.7 % (35%)
29.3 % (25%)
12.0 % (20%)
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CH-151 Spring 2014 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
TRENDS FROM SPRING 2010 TO SPRING 2014
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.
Question #1 on the exam tested learning outcomes #5 – 7: 18.4%
of students scored 3, 57.2% scored 2 (15.1% + 42.1%) and 24.3%
scored 0. The result for the highest score was much lower than the
expected outcome and the result for the lowest score was more than
twice the expected outcome. 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:
23.0% of students scored 3, 20.4% scored 2 (12.5% + 7.9%) and
56.6% scored 0. The result for the highest score was lower than the
expected outcomes. A score of 0 was much higher than expected
and a score of 2 was slightly lower than expected. This problem
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CH-151 Spring 2014 Course assessment
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 Gen
Ed Objectives #2 and 3.
Prepared by David Sarno, Jun Shin, and Moni Chauhan
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:
37.5% of students scored 3, 41.4% scored 2, 9.2% scored 1 and
11.8% scored 0. The result for the highest score was higher than the
expected outcome. Results for a score of 2 were similar to the
expected outcome, 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: 38.8% of students scored 3, 30.3% scored 2, 11.8% scored 1 and
19.1% scored 0. The result for the highest score was less than
expected. The result for a score of 2 was higher than expected.
Results for scores of 1 were lower than expected, while the result for
a score of 0 was higher 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.
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 and spring 2012, 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.**
**In 2012, only 101 exams were assessed, compared to 150 in 2010 and 152 in 2014. The differences
are due to changes in enrollment, plus some exams were not returned for analysis.**
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
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CH-151 Spring 2014 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
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.
There is the distinct possibility that students are incorrectly applying the “criss-cross” shortcut, which is a
way to determine the charges on the ions from the formula or vice-versa. Although this method can be very
useful, it fails when the ions have identical charges or charges that can be reduced to a smaller wholenumber ratio. In this particular example, the charges are +4 and -2, resulting in a 1:2 cation:anion ratio.
Thoughtless application of the shortcut to a compound with 1:2 cation:anion ratio will give a +2 cation
charge and a -1 anion charge, even though the charges in this compound are +4 and -2.
A smaller number of students appear to have correctly deduced the cation charge, but have incorrectly
named the anion. Considering that there was an increase in the number of students who chose the answer
with “bisulfate” for the compound Sn(SO4)2, they may be mixing up the nomenclature systems for ionic and
molecular compounds.
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%.
From 2012 to 2014, the percentage of students who picked the correct choice decreased by nearly 7
percentage points. In addition, the number of students who picked the worst choice increased by almost 13
percentage points. Finally, the number of students who could correctly name the ions, but could not
determine their charges decreased by nearly 10 percentage points.
Question #8: The actual outcome for the correct choice was far less than our predicted outcome.
Furthermore, most of the students consistently picked the “worst” response and very few picked the two
“second-best choices (which are equivalent to each other). This suggests a widespread misunderstanding
of fundamental chemical definitions (mixtures, pure substances, elements, compounds). In this problem,
students may not understand the chemical definition of the term “mixture”, thinking that a compound is a
“mixture of elements”. While this question does not directly ask the students to define the terms, the
responses suggest a significant gap between learning the definitions and applying them. It is also possible
that most of the students were simply unable or unprepared to interpret the visual models. This would be
consistent with the textbook, which gives relatively few visual examples to reinforce these fundamental
definitions and concepts.
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.
From 2012 to 2014, the number of students who chose the correct answer further decreased by nearly 10
percentage points. There was a slight decrease in the number of students who picked the worst choice.
More encouraging were increases of nearly 7 percentage points for both of the “second-best” choices.
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CH-151 Spring 2014 Course assessment
Prepared by David Sarno, Jun Shin, and Moni Chauhan
Question #16: This question requires students to interpret and apply the mole ratios that exist in chemical
formulas. It may be considered an expression of the particulate nature of matter. The actual outcome for
the correct response was higher than expected, but still not as high as the “second-best” choice, which is
only a partial solution to the problem. While most students can successfully convert mass to moles, they
were typically unable to determine how many moles of atoms are in that many moles of the compound. It is
probable that students have simply not been sufficiently exposed to this concept or problem type since
mass-mass relationships in chemical reactions (see question #21) receive much more attention in this part
of the course.
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.
From 2012 to 2014, not only has the percentage of students choosing the correct answer increased, but
also the percentage picking the second best answer (partial solution to the problem) has decreased by
nearly 11 percentage points. Since the percentage that picked the other choices has remained relatively
constant, this can be interpreted as an overall improvement of student understanding of this concept.
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. This can be attributed to the
significant time and practice that is devoted to this particular topic. 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.
From 2012 to 2014, the number of students who chose the correct answer decreased by nearly 5
percentage points to slightly below the 2010 level. The number who picked the “worst” answer increased by
6 percentage points to slightly above the 2010 level. The number of students who picked the choice
involving at least the simplest mole calculations fell slightly to the 2010 level. Also, the number of students
who chose the second-best response rose very slightly, generally suggesting that they can perform the
most common types of mole calculations.
In all, there has been little change in the outcomes of this problem from 2010 to 2014.
Changes in weighted average from 2010 to 2014: 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
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CH-151 Spring 2014 Course assessment
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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 in compounds
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)
2014 weighted
average
1.70 (decrease)
1.10 (decrease)
2.05 (no change)
1.89 (decrease)
The weighted averages show that except for #16 on mole ratios in compounds, the outcomes have
worsened for all of the questions. It should be noted that for question 16, more students chose the correct
answer compared to previous years, but this increase was offset by fewer students who chose the secondbest answer. This can be seen on the bar graph above.
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: The results from this problem show three areas in need of attention:
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 (e.g. nitrate is NO3¯ and nitrite is NO2¯). 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
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CH-151 Spring 2014 Course assessment
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practice is necessary in class and for homework because repetition will bring familiarity not only with the
names, but also with deducing charges as required by this problem.
2) Students need to be shown how to properly and thoughtfully apply the “criss-cross” shortcut. Instruction
and practice must include examples that work and do not work and students should be encouraged to
compare their results to the known charges on the ions (learned by memorization and repetition).
3) Once the systems for naming ionic and molecular compounds have been taught, students frequently
name ionic compounds with the numerical prefixes used for molecular compounds. To reduce this common
error, more examples could be given in which students must first identify the class of compound.
Finally, once these topics have been taught, they should be continuously referred to and applied throughout
the course, 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
among the first topics covered in most general chemistry classes. It is often the students’ first exposure to
the particulate nature of matter, which is not an obvious concept. Visual models are a powerful tool for
understanding this fundamental principle of chemistry, which is why it was chosen for this assessment.
Unfortunately, this topic is usually covered very quickly and students are not given enough opportunities to
apply it. The poor outcome on this problem may be due to an inability to interpret the diagram, or it may be
due to deep misconceptions of the topic itself. Including another assessment question on the same topic
that uses words rather than diagrams might indicate the cause.
In any event, it is advisable to use more visual models in class and in homework problems. Many topics in
general chemistry are more easily explained with a diagram or model. Early exposure to diagrams depicting
particles and their interactions will better prepare students to interpret them when they are applied later to
more complex concepts. Since the textbook does not specifically teach students how to think in this way there are very few examples in the early chapters - the course coordinators will prepare a document with
examples that instructors can use in their classes.
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?” would 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 could then be replaced with more realistic
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CH-151 Spring 2014 Course assessment
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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 interpreting word
problems, especially when they are written in unfamiliar ways. Overall the results are satisfactory and
instructors are encouraged to continue to place the same emphasis on this important topic.
From 2010 to 2014, students have improved in the area of mole ratios and chemical formulas.
Results have been consistent and satisfactory in the area of “classic” (mass-mass) stoichiometry.
Results have worsened in in the area of chemical nomenclature and also in visual models and
classification of matter. It is possible that previous recommendations have not been implemented
by all instructors. It must also be considered that in spring 2014, CH-151 consisted of ten sections
taught by nine instructors. While there is a common syllabus for the course, Chemistry Department
policy and culture allows each instructor to run their section independently and generally without
interference. The course coordinators still recommend practice along with exposure to a wider
variety of problems as the best ways for students to improve in all areas assessed. Instructors will
be specifically encouraged to show students the proper application of the “criss-cross” shortcut
and also to spend more time working with visual models and diagrams. A synopsis of the findings,
plus a bulleted action plan will again be distributed to the instructors and they will be urged to act
on the results and recommendations.
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