CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
Date: Spring 2013
Department: Chemistry
Course: CH-152
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 second part of general chemistry and is intended to provide students with a
fundamental knowledge of the modern theory in general and inorganic chemistry. With an
emphasis on developing problem-solving skills as well as on concepts and theories, the
course also covers topics in thermodynamics, kinetics and equilibrium that are essential
background material to many disciplines in science and technology. These include: enthalpy,
entropy, and free energy; molecular kinetic theory of gases; rates of chemical reactions;
equilibrium in gaseous and aqueous systems, especially acids and bases; electrochemistry;
and an introduction to nuclear chemistry. The students in Honors Classes will give 10 – 15
minute oral presentations using Power Point on topics and concepts chosen from the course
material and write a term paper on the topic of the presentation. This course makes
extensive use of computers and requires the development of scientific communication skills.
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)
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
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)
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
General educational objectives addressed by this course: Select
number from list (1-10) from preceding list.
#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
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CH-152 Spring 2013 Course assessment
1. Students will solve
qualitative and
quantitative
problems in
chemistry.
Prepared by Moni Chauhan, David Sarno and Jun Shin
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.
a. Students will understand how energy is associated with chemical
2. Students will study
reactions.
thermochemistry
b. Students will be able to calculate the heat energy changes in any
of chemical
chemical process using calorimetry and thermochemical
reactions.
equations.
3. Students will learn
about the kinetics
of chemical
reactions.
a. Students will determine the order and rate law of chemical
reactions by mathematical, graphical, and deductive methods.
b. Students will calculate reaction rate and understand its
temperature dependence.
c. Students will understand basic principles of reaction mechanisms.
d. Students will understand basic principles of catalysis.
4. Students will learn a. Students will learn to deduce and interpret the equilibrium
constant, and determine the direction a reaction will run.
and apply
b.
Students will calculate equilibrium concentrations.
equilibrium
c. Students will learn and apply LeChatelier’s Principle to equilibria.
concepts to
chemical reactions.
a. Students will learn and apply basic principles of acid-base
chemistry and equilibria.
5. Students will
b. Students will calculate the pH values and percent ionization of
demonstrate
strong and weak acids and bases.
knowledge of Acids
c. Students will interpret molecular structures and pictorial models
and Bases
to understand and describe the strength of acids and bases.
d. Students will apply acid-base concepts to salts.
a. Students will understand how buffers function and be able to
determine their pH.
6. Students will
b. Students will evaluate pH when titrating acids and bases,
demonstrate
knowledge of acid c. Students will calculate molar solubility and solubility of sparingly
and base equilibria
soluble salts.
and solubility
d. Students will predict the outcome of precipitation reactions.
equilibria.
e. Students will understand the common ion effect as it applies to
acid-base equilibria and solubility equilibria.
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
a. Students will learn and apply basic principles of entropy and
determine the entropy of chemical reactions.
7. Students will study b. Students will comprehend and apply the second and third Laws of
Entropy, Free
Thermodynamics.
Energy and
c. Students will learn and apply basic principles of Free Energy and
Equilibrium of
predict whether reactions are spontaneous or not.
chemical reactions
d. Students will demonstrate knowledge of the relationship between
equilibrium and thermodynamics.
8. Students will learn
the introductory
concepts of
Electrochemistry.
a. Students will learn to balance redox reactions.
b. Student will explain different batteries and cells.
c. Students will comprehend standard reduction potential and
evaluate standard electromotive force (Emf) of oxidationreduction reactions.
d. Students will evaluate Spontaneity of redox reactions.
e. Students will understand the effect of concentration on the Emf of
electrochemical cells.
f. Students will apply concepts of electrochemistry to the
phenomenon of corrosion.
a. Students will learn to balance Nuclear Reactions.
9. Students will learn
b. Students will comprehend the kinetics of radioactivity decay and
about the concepts
perform related calculations.
of Nuclear
c. Students will understand basic principles of Nuclear
Chemistry.
Transmutation, Nuclear Fission and Nuclear Fusion.
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
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 learn about the kinetics of chemical reactions.
3. Students will demonstrate knowledge of acid and base equilibria and solubility equilibria.
4. Students will study Entropy, Free Energy and Equilibrium of chemical reactions.
5. Students will learn and apply equilibrium concepts to chemical reactions.
6. Students will demonstrate knowledge of Acids and Bases.
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
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
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.
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
American Chemical Society Assessment Exam for General Chemistry II
Student will take the national standardized exam at the end of the semester. Five of the exam
questions have been selected to analyze the understanding of concepts in General Chemistry II.
The selected problems emphasize on critical thinking, visual interpretation, and multiple step
problems solving involving math applied to chemical concepts. The questions chosen are key to
determining the students’ understanding of this course and also represent some of the topics
that are critical to student success in STEM fields in general. 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
a. Students will attend class
to learn necessary
concepts, including
chemical terminology,
visualization of matter
from a chemical
A. Student responses to five
selected exam problems
on the ACS assessment
exam will be analyzed.
Students’ choices on the
multiple choice exam will
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CH-152 Spring 2013 Course assessment
2.
3.
4.
5.
6.
7.
8.



patterns.
Students will interpret and
solve single-step and multistep word problems.
Students will interpret
diagrams and models as they
relate to qualitative concepts
and quantitative problemsolving.
Students will determine the
order and rate law of
chemical reactions by
mathematical, graphical, and
deductive methods.
Students will learn to
calculate the molar solubility
and solubility of sparingly
soluble salts.
Students will demonstrate
knowledge of the
relationship between
equilibrium and
thermodynamics.
Students will learn and apply
LeChatelier’s Principle to
equilibria.
Students will understand the
relationship between
ionization and acid strength.
Learning outcome 1 is
associated with Curricular
Objectives #1, 2, 5, 6, 7 in
Table 5 and Gen Ed Objective
#3.
Learning outcome 2 is
associated with Curricular
Objectives #1, 2, 4, 5, 6, 7 in
Table 5 and Gen Ed Objective
#2, 3.
Learning outcome 3 is
associated with Curricular
Objectives #3, 4, 6 in Table 5
and Gen Ed Objective #2
Prepared by Moni Chauhan, David Sarno and Jun Shin
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 II at
the end of the semester.
be correlated to their level
of understanding of the
particular concepts.
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin

Learning outcomes 4, 5 are
associated with Curricular
Objectives #1, 2, 4, 5, 6, 7 in
Table 5 and Gen Ed Objective
#3.
 Learning outcomes 6, 7, 8 are
associated with Curricular
Objectives #1, 3, 4, 6, in Table
5 and Gen Ed Objective #2, 3.
PART III. ASSESSMENT STANDARDS (RUBRICS)
TABLE 7: CH-152: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
American Chemical Society Assessment Exam for General Chemistry II
Student will take the national standardized exam at the end of the semester. Five of the exam
questions have been selected to represent fundamental concepts in General Chemistry II. 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,
symbolic notation, graphs,
charts, to formulate
quantitative ideas and
patterns.
A. Student responses to five
selected exam problems
on the ACS assessment
exam will be analyzed.
Students’ choices on the
multiple choice exam will
be correlated to their
Each question requires more
than one step to solve or
requires the student to make
use of assumed fundamental
knowledge. Each response
on the selected multiple
choice questions is assigned
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CH-152 Spring 2013 Course assessment
2. Students will interpret and
solve single-step and multistep word problems.
3. Students will interpret
diagrams and models as they
relate to qualitative
concepts and quantitative
problem-solving.
4. Students will determine the
order and rate law of
chemical reactions by
mathematical, graphical, and
deductive methods.
5. Students will learn to
calculate the molar solubility
and solubility of sparingly
soluble salts.
6. Students will demonstrate
knowledge of the
relationship between
equilibrium and
thermodynamics.
7. Students will learn and apply
LeChatelier’s Principle to
equilibria.
8. Students will understand the
relationship between
ionization and acid strength.
 Learning outcome 1 is
associated with Curricular
Objectives #1, 2, 5, 6, 7 in
Table 5 and Gen Ed Objective
#3.
 Learning outcome 2 is
associated with Curricular
Objectives #1, 2, 4, 5, 6, 7 in
Table 5 and Gen Ed Objective
#2, 3.
 Learning outcome 3 is
associated with Curricular
Objectives #3, 4, 6 in Table 5
and Gen Ed Objective #2
 Learning outcomes 4, 5 are
Prepared by Moni Chauhan, David Sarno and Jun Shin
level of understanding of
the particular concepts.
a performance level (point
value) of 0-3 based on how
completely the question has
been answered.
 Three (3) 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 (2) points indicates
that the student
understands most of the
necessary concepts but
could not make the final
connection that would
completely solve the
problem.
 One (1) point indicates
that the student may have
recognized a step to
solving the problem but
could not make any
additional conceptual
connections.
 Zero (0) 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.
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CH-152 Spring 2013 Course assessment
associated with Curricular
Objectives #1, 2, 4, 5, 6, 7 in
Table 5 and Gen Ed Objective
#3.
 Learning outcomes 6, 7, 8
are associated with
Curricular Objectives #1, 3, 4,
6, in Table 5 and Gen Ed
Objective #2, 3.
Prepared by Moni Chauhan, David Sarno and Jun Shin
Projected outcomes:
Question #7 (Learning
outcomes #1, 2 and 4)
 40% expected to be 3
 25% expected to be 1
 35% expected to be 0
Question #21 (Learning
outcomes #2 and 5)
 30% expected to be 3
 30% expected to be 2
 30% expected to be 1
 10% expected to be 0
Question #27 (Learning
outcomes #1, 2 and 6)
 35% expected to be 3
 50% expected to be 2
 15% expected to be 1
 Since 1, 2 and 3 add up to
100%, 0% will be 0
Question #30 (Learning
outcomes #2 and 7)
 60% expected to be 3
 25% expected to be 1
 15% expected to be 0
Question #33 (Learning
outcomes #1, 3 and 8)
 40% expected to be 3
 20% expected to be 2
 40% expected to be 1
 Since 1, 2 and 3 add up to
100%, 0% will be 0
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
RUBRIC FOR SELECTED QUESTIONS ON ACS ASSESSMENT EXAM FOR CH-152
Question 7
Choice
D
B
A
C
Performance
Evaluation
level
Correct response; able to deduce the order of the reaction based on
3
the exponential relationship between initial rate and concentration.
Student may have determined the order of the entire reaction rather
1
than just for the single reactant. (It is 1st order in A, 1st order in B and
2nd order overall).
Student has set the coefficient of the species in the chemical reaction
0
equal to its order, or may have partially applied the correct method
and rounded the result.
Student unable to determine the relation between concentration and
0
initial rate and/or does not know the method used to solve the
problem.
Question 21
Choice
C
A
D
B
Performance
Evaluation
level
Student has correctly determined how the compound dissociates and
3
applied the proper method to calculate its molar solubility.
Student may have correctly determined how the compound
2
dissociates, but did not completely solve the problem (calculated the
cube root of given Ksp, but left out an algebraic step)
Student solved the problem based on an incorrect dissociation of the
1
compound (calculated as square root of Ksp)
Student has not shown any clear understanding of the dissociation or
0
how solubility is commonly determined.
Question 27
Choice
C
A, D
Performance
Evaluation
level
Student understands that the largest equilibrium constant will come
from the largest negative Free Energy change, which requires a
3
favorable (negative) Enthalpy change and a favorable (positive)
Entropy change.
Student may understand that these choices can give a negative free
energy change, and thus a large equilibrium constant. However, since
2
only one of the factors (ΔH or ΔS) is favorable, the magnitude of the
free energy and the corresponding equilibrium constant will
necessarily be smaller than in choice C. It is also possible that the
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CH-152 Spring 2013 Course assessment
B
1
Prepared by Moni Chauhan, David Sarno and Jun Shin
student does not know how equilibrium constant is related to free
energy or how free energy is related to Enthalpy and Entropy, or both.
Student may not know how to deduce the positive or negative signs
with integers.
This combination will always give a positive free energy change and
therefore the smallest equilibrium constant. It is possible that the
student does not know how equilibrium constant is related to free
energy or how free energy is related to Enthalpy and Entropy, or both.
Student may not know how to deduce the positive or negative signs
with integers.
Question 30
Choice
D
B, C
A
Performance
Evaluation
level
Understands Le Chatelier’s Principle and also comprehends the
3
ionization of substances in water.
Recognizes that the removal of a species from the equilibrium mixture
1
will shift the equilibrium, but has incorrectly applied Le Chatelier’s
Principle.
0
Fails to understand that catalysts do not shift the equilibrium position.
Question 33
Choice
A
D
B
C
Performance
Evaluation
level
Understands the ionization concept of acids in water as it applies to
3
acid strength and can visually depict it with a model.
Reverse order; student recognizes a pattern from the models, but does
2
not correctly apply it to the concept of acid ionization or strength.
Student is partially correct in applying the visual model based on
1
strength of acids.
Student is partially correct in applying the visual model based on
1
strength of acids.
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
PART IV. ASSESSMENT RESULTS
TABLE 8A: CH-152: SUMMARY OF ASSESSMENT RESULTS, SPRING 2013
N=82 STUDENTS/6 SECTIONS
Question 7
Performance Level
A
0
B
1
Evaluation
Student has set the
coefficient of the species
in the chemical reaction
equal to its order, or may
have partially applied the
correct method and
rounded the result.
Student may have
determined the order of
the entire reaction
rather than just for the
single reactant.
18
22
14
28
22.0 (25%)
26.8 (25%)
17.1 (10%)
34.1 (40%)
22.8 % (25%)
38 % (25%)
18.5 % (10%)
20.7 % (40%)
A
2
B
0
C (correct)
3
D
1
# of Students
Outcome: sp2013
Actual (Expected)
Outcome: fa2012
Actual (Expected)
Question 21
Performance Level
Evaluation
# of Students
Outcome: sp2013
Actual (Expected)
Outcome: fa2012
Actual (Expected)
Student may have
correctly determined
how the compound
dissociates, but did not
completely solve the
problem (calculated the
cube root of given Ksp,
but left out an algebraic
step)
Student has not shown
any clear understanding
of the dissociation or
how solubility is
commonly determined
C
0
Student unable to
determine the relation
between concentration
and initial rate and/or
does not know the
method used to solve
the problem.
Student has correctly
determined how the
compound dissociates
and applied the proper
method to calculate its
molar solubility.
D (correct)
3
Correct response; able to
deduce the order of the
reaction based on the
exponential relationship
between initial rate and
concentration.
Student solved the
problem based on an
incorrect dissociation of
the compound
(calculated as square
root of Ksp)
4
20
33
25
4.9% (30%)
24.4 % (10%)
40.2 % (30%)
30.5 % (30%)
21.7% (30%)
22.8 % (10%)
34.8 % (30%)
20.7 % (30%)
Question 27
Performance Level
A
2
B
1
C (correct)
3
D
2
Evaluation
Student may understand
that these choices can
give a negative free
energy change, and thus
a large equilibrium
constant. However, since
only one of the factors
(ΔH or ΔS) is favorable,
the magnitude of the
free energy and the
corresponding
equilibrium constant will
necessarily be smaller
than in choice C. It is also
possible that the student
does not know how
equilibrium constant is
This combination will
always give a positive
free energy change and
therefore the smallest
equilibrium constant. It is
possible that the student
does not know how
equilibrium constant is
related to free energy or
how free energy is
related to Enthalpy and
Entropy, or both.
Student may not know
how to deduce the
positive or negative signs
with integers.
Student understands
that the largest
equilibrium constant will
come from the largest
negative Free Energy
change, which requires a
favorable (negative)
Enthalpy change and a
favorable (positive)
Entropy change.
Student may understand
that these choices can
give a negative free
energy change, and thus
a large equilibrium
constant. However, since
only one of the factors
(ΔH or ΔS) is favorable,
the magnitude of the
free energy and the
corresponding
equilibrium constant will
necessarily be smaller
than in choice C. It is also
possible that the student
does not know how
equilibrium constant is
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
related to free energy or
how free energy is
related to Enthalpy and
Entropy, or both.
Student may not know
how to deduce the
positive or negative signs
with integers
# of Students
Outcome: sp2013
Actual (Expected)
Outcome: fa2012
Actual (Expected)
Question 30
Performance Level
Evaluation
# of Students
Outcome: sp2013
Actual (Expected)
Outcome: fa2012
Actual (Expected)
related to free energy or
how free energy is
related to Enthalpy and
Entropy, or both.
Student may not know
how to deduce the
positive or negative signs
with integers
21
26
26
9
25.6% (25%)
31.7 % (15%)
31.7 % (35%)
11.0% (25%)
19.6% (10%)
39.1 % (45%)
34.8 % (30%)
6.5% (15%)
A
0
B
1
C
1
D (correct)
3
Fails to understand that
catalysts do not shift the
equilibrium position.
Recognizes that the
removal of a species
from the equilibrium
mixture will shift the
equilibrium, but has
incorrectly applied Le
Chatelier’s Principle.
Recognizes that the
removal of a species
from the equilibrium
mixture will shift the
equilibrium, but has
incorrectly applied Le
Chatelier’s Principle.
Understands Le
Chatelier’s Principle and
also comprehends the
ionization of substances
in water.
20
12
9
41
24.4 % (15%)
14.6 % (15%)
11.0 % (10%)
50.0 % (60%)
30.4 % (15%)
16.3 % (15%)
17.4 % (10%)
35.9 % (60%)
Question 33
Performance Level
A (correct)
3
B
1
C
1
D
2
Evaluation
Understands the
ionization concept of
acids in water as it
applies to acid strength
and can visually depict it
with a model.
# of Students
Outcome: sp2013
Actual (Expected)
Outcome: fa2012
Actual (Expected)
Student is partially
correct in applying the
visual model based on
strength of acids.
Student is partially
correct in applying the
visual model based on
strength of acids.
Reverse order; student
recognizes a pattern
from the models, but
does not correctly apply
it to the concept of acid
ionization or strength.
40
9
18
15
48.8 % (40%)
11.0 % (20%)
22.0 % (20%)
18.3 % (20%)
43.5 % (40%)
6.5 % (20%)
16.3 % (20%)
33.7 % (20%)
**Graphical representations of the data are on the following page.
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
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 problem-solving.
4. Students will determine the
order and rate law of chemical
reactions by mathematical,
graphical, and deductive
methods.
5. Students will learn to calculate
the molar solubility and
solubility of sparingly soluble
salts.
6. Students will demonstrate
knowledge of the relationship
between equilibrium and
thermodynamics.
7. Students will learn and apply
LeChatelier’s Principle to
equilibria.
8. Students will understand the
relationship between ionization
and acid strength.
 Learning outcome 1 is
associated with Curricular
Question #7 on the exam tested learning outcomes #1, 2, and
4: 34.1% of students scored 3, 26.8% scored 1, and 39.1%
scored 0 (22% + 17.1%). The percentage of students who
chose the correct answer was slightly lower than expected.
The result for choice A (0 pt) was similar to the expected
outcome. For choice B (1 pt) and C (0 pt), the outcome was
higher than expected. This problem tested the students’
ability to solve multi-step quantitative problems related to
chemical kinetics. It requires recognition of a specific problem
type, interpretation and application of tabulated data, and
knowledge of discipline-specific terminology.
RESULTS FROM SPRING 2013
Question #21 on the exam tested learning outcomes #2 and
5: 40.2% of students scored 3, 4.2% scored 2, 30.5% scored 1,
and 24.4% scored 0. The percentage of students who chose
the correct answer was much higher than expected. A score
of 2 was much lower than expected. A score of 1 was
approximately the same as the expected outcome, and a
score of 0 was more than twice the expected outcome. This
problem tested the students’ ability to solve multi-step
quantitative problems related to chemical equilibrium. It
requires recognition of a specific problem type, knowledge of
discipline-specific terminology, and application of knowledge
gained from the prior course, CH-151 (dissociation of ionic
compounds).
Question #27 on the exam tested learning outcomes #1, 2,
and 6: 31.7% of students scored 3, 36.6% scored 1 (25.6% +
11%) and 31.7% scored 0. After careful consideration of the
available answers to this question, the performance levels
and the expected outcomes from fall 2012 were adjusted for
spring 2013 (see Tables 7 and 8a). The result for the highest
score was slightly less than the expected outcome. In total,
the results for a score of 2 were either about the same or
lower than expected (see table 8a). The result for a score of 1
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CH-152 Spring 2013 Course assessment




Objectives #1, 2, 5, 6, 7 in Table
5 and Gen Ed Objective #3.
Learning outcome 2 is
associated with Curricular
Objectives #1, 2, 4, 5, 6, 7 in
Table 5 and Gen Ed Objective
#2, 3.
Learning outcome 3 is
associated with Curricular
Objectives #3, 4, 6 in Table 5
and Gen Ed Objective #2
Learning outcomes 4, 5 are
associated with Curricular
Objectives #1, 2, 4, 5, 6, 7 in
Table 5 and Gen Ed Objective
#3.
Learning outcomes 6, 7, 8 are
associated with Curricular
Objectives #1, 3, 4, 6, in Table 5
and Gen Ed Objective #2, 3.
Prepared by Moni Chauhan, David Sarno and Jun Shin
was about twice as high as expected. Since all of the incorrect
choices could be considered partially correct (see Table 9,
section A), none of them were assigned a value of 0. This
problem tested the students’ ability to apply conceptual and
mathematical/algebraic approaches to solving a problem that
involves the relationship between equilibrium and
thermodynamics. It also requires knowledge of disciplinespecific terminology.
Question #30 on the exam tested learning outcome #2 and 7:
50% of students scored 3, 25.6% (14.6% + 11%) scored 1, and
24.4% scored 0. The result for the highest score was lower
than the expected outcome, but still quite high. Results for a
score of 1 were very close to the expected outcomes and a
score of 0 was higher than expected. This problem tested the
students’ knowledge of chemical equilibrium, their ability to
apply LeChatelier’s Principle. It also required application of
knowledge gained from the prior course, CH-151 (dissociation
of ionic compounds).
Question #33 on the exam tested learning outcomes #1, 3,
and 8: 48.8% of students scored 3, and 18.3% scored 2. 33%
(11% + 22%) scored 1. The outcome was higher than expected
for a score of 3. The result for a score of 2 was slightly lower
than expected. The result for one of the choices worth 1 point
was lower than expected, but the other was higher than
expected. None of the choices were assigned a value of 0
because they could all be justified as “partially” correct (see
Table 9, Section A). This problem tested the students’ ability
to solve qualitative problems in chemistry by interpreting
visual models and applying them to the concept of acid
strength.
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment
results, and describe the actions to be taken as a result of the assessment. In the
evaluation of achievement, take into account student success in demonstrating the types
of knowledge and the cognitive processes identified in the Course Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Question #7: This question asks students to determine the order of a reaction in terms of a
specific reactant. The balanced equation and an appropriate data table are provided. To solve
this problem, the students must analyze the data and then perform a specific sequence of
steps. The most commonly chosen incorrect answer could be indicative of two things. The
simplest explanation is that the students did not recognize the type of problem or if they did,
simply could not solve it. However, considering that this is a very common type of problem,
another likely possibility is that the students did not read the question carefully and determined
the order of the entire reaction, rather than just in terms of the particular reactant. This could
account for the unexpectedly high number of students who chose this incorrect answer.
Further, students who chose this response could have actually reduced the number of students
who picked the correct answer. In other words, they may have known how to solve this type of
problem, but did not solve the actual problem that was asked. Finally, the relatively high
percentage of students who picked choice A confirms that students continue to mistake the
coefficients of a chemical equation for its order with respect to reaction kinetics. Choice C was
chosen least often and suggests that those students did not understand the problem or simply
could not solve it.
From fall 2012 to spring 2013, results improved significantly. A greater percentage of students
picked the correct answer over any of the incorrect answers. Further, the number of students
who chose the correct answer (order of the particular reactant) increased by approximately 13
percentage points, while there was a decrease of 11 percentage points for the most common
incorrect answer (overall order of the reaction). This suggests that not only are the students
able to solve this problem, but also that more of them are reading and answering the actual
question being asked. There were very slight decreases in the results for the other incorrect
choices.
Question #21: This question asks students to determine the solubility of a slightly soluble salt. It
requires students to have knowledge of chemical equilibrium and dissociation of ionic
compounds. The calculation is very typical of this kind of problem and the question is very
direct. The actual outcome for the correct choice was higher than our predicted outcome and
suggested that many students were able to successfully dissociate the salt into its ions, properly
solve for the equilibrium concentrations, and correctly apply the terminology to understand
that the equilibrium concentration is equivalent to the molar solubility. For students who
picked choice A, they properly dissociated the compound, but appear to have left out an
algebraic step. More troubling is that nearly 30% picked choice D, which they would obtain by
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
incorrectly dissociating the salt into its ions. This very common mistake shows that these
students either do not fully understand how ions combine or dissociate to form neutral ionic
compounds, or are still having difficulty interpreting chemical formulas and equations.
From fall 2012 to spring 2013, the number of students who chose the correct answer increased
by approximately 5 percentage points. The number who chose the “partial” solution (leaving
out a step) dropped significantly from ~22% in the fall to ~5% in the spring. While these results
indicate an overall increase in student success, this was offset by an increase of nearly 10
percentage points for students who incorrectly dissociated the compound. There was also a
very slight increase in the percentage of students who chose the “worst” answer.
Question #27: This question requires students to make several connections between concepts
of thermodynamics (enthalpy, entropy, and free energy) and equilibrium. Since no numerical
values are given, there is no calculation to be performed (and the necessary equations are not
provided in the exam booklet). Instead, this problem can be solved by considering algebraic
relationships among the variables; by considering the physical interpretation of the information
given; or by simply memorizing a few basic relationships (often summarized on charts in
textbooks). This problem was made more complicated because the four choices had to be
compared to each other to answer the question. Considered separately, choice A and choice D
could both give a “large” equilibrium constant (depending on the temperature), but the
question asks for the “largest”. (This is why they were both assigned 2 points and equal
expected outcomes.) More students picked choice A than D, but there does not seem to be any
reason, except perhaps that the word “positive” used with the enthalpy and entropy was
mistakenly thought to correlate to a “large” equilibrium constant, and “negative” with a “small”
constant. That many more students picked the correct answer to this problem shows higherorder thinking in connecting several physical and chemical concepts with the mathematics used
to describe them (or perhaps strong recall skills, as suggested above). However, most students
picked the response worth one point. This could be interpreted as the students having no
understanding of the problem or how to approach it. However, considering how many students
chose it, the more likely explanation is that after determining that this combination of enthalpy
and entropy will give a positive free energy, it was incorrectly correlated it to a large
equilibrium constant (i.e. associating “positive” ΔG with “large” K). The relationship ΔG = –
RTlnK shows that the opposite is true: a negative free energy is associated with a large
equilibrium constant.
From fall 2012 to spring 2013, the number of students who picked the “worst” choice dropped
by slightly more than 7 percentage points. However, this was offset by slight drop in the
percentage of students who answered correctly, as well as increases in the percent of students
who picked the other incorrect choices.
Question #30: This problem requires students to apply LeChatelier’s Principle by asking what
kind of change would shift the equilibrium in the forward direction. Most of the students picked
the correct choice, which tested two concepts. First, they had to understand how the particular
ionic compound dissociates when dissolved in water and second, they had to correctly
determine how it would affect the equilibrium. The two choices worth only one point each
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
were picked by the fewest number of students. Both were based on the same kind of “mistake”
in reasoning that would shift the reaction in the reverse direction. A surprisingly high number of
students incorrectly chose “addition of a catalyst”, which they should know affects the kinetics
of a reaction, but not its equilibrium position. In other words, this choice relies primarily on
factual recall.
From fall 2012 to spring 2013, there was significant improvement in student success on this
problem. The number of students who chose the correct answer increased by 14 percentage
points and there were decreases in the percentages for all of the incorrect choices.
Question #33: This question uses visual models for the interpretation of acid strength based on
ionization in water. It requires students to not only understand the concepts, but also to
compare the diagrams and discover the patterns they contain so that they can be ranked. Most
students correctly answered this question, suggesting that the diagrams clearly depicted the
ionization phenomenon and the students knew greater ionization equals greater acid strength.
The next largest group of students ranked them in reverse order. This frequently occurs with
ranking problems and suggests that the students can discern the pattern and can rank the
choices from “most to least”, but do not necessarily understand how that ranking is associated
with the concept being tested. Smaller numbers of students picked seemingly random rankings,
though it could be argued that in both cases, they correctly ranked two of the three acids.
From fall 2012 to spring 2013, student success improved for this problem. There was not only
an increase of 5.5 percentage points for the correct answer, but also a decrease of
approximately 15 percentage points for the “reverse” ranking. However, the number of
students who chose either of the “random” rankings also increased by an average of 5
percentage points.
Changes in weighted average from fall 2012 to spring 2013: 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
7: Kinetics
21: Solubility
27: Thermodynamics &
equilibrium
30: LeChatelier’s Principle
33: Visual models and acid
strength
Fall 2012
weighted avg.
1.00
1.68
Spring 2013
weighted avg.
1.29
1.61
1.96
2.00
1.41
1.76
2.21
2.16
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
The weighted averages show increases in the areas of kinetics, thermodynamics (very slight)
and LeChatelier’s Principle. There were very slight decreases in the areas of solubility equilibria
and visual models/acid strength. It is important to note that gains in the percentage of students
who pick the correct answer can be offset by decreases in the percentage that choose the
second-best answer. The bar graphs above clearly show the changes for each individual choice.
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. This assessment will be
repeated in subsequent semesters, and the collected data will be evaluated over time.
In this case, the data has been assessed for two semesters in a row, first in the fall and then in
the spring. Results overall seem to be better for the spring semester. This could be because
many of those students have just completed CH-151 in the previous semester, so they are
well prepared for this course. In contrast, students who take CH-152 in the fall may have
taken CH-151 in the spring. Since more time has passed, they may be less familiar with the
prerequisite material.
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 commonly made errors. Questions #7 and #21 require a logical and
very generally applicable sequence of steps to arrive at the correct answer. They also require an
understanding of quantitative relationships including simple algebra, ratios, and multistep
calculations. Rote memorization is only useful to a limited extent in question #27 and students
are better served by understanding the physical and chemical meaning and relationships of the
given terms. Question #30 relies on analytical reasoning skills and application of logic. Question
#33 assesses the students’ ability to interpret simple visual models in the context of key
chemical concepts. 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.
These questions were well chosen because several of them can only be answered after the
student has compared all of the choices to each other. Further, some of them require higherorder thinking by connecting two or more concepts. However, because it was a multiple choice
exam, when students chose the wrong answer, it was hard to tell if their choices were based on
a certain type of mistake or misconception, a mistake that was then correctly applied to later
steps in a problem, or random choice. This makes interpretation of the data more difficult.
Future versions of this assessment may be improved by using questions whose incorrect
choices can be unambiguously correlated to a single error.
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CH-152 Spring 2013 Course assessment
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C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Question #7: Based on the data provided, there is only one correct way to solve this problem,
and it is typically taught as a specific sequence of steps. While the results have improved from
our prior assessment, we still expected a higher percentage of students to solve it correctly.
Looking more closely at the results, we have realized that the simplest explanation for the most
frequently chosen (incorrect) answer was that the question was simply misread. It is possible
that many students determined the order of the entire reaction (2nd order), rather than the
order in terms of the particular reactant (1st order). There is nothing wrong with its wording.
However, when students see the same question too frequently, they may begin to ignore the
details. As a result, when something has changed, it may go unnoticed. In this case, they may
have correctly determined the answer, but then went on to unnecessarily perform additional
steps that commonly follow. By deconstructing the steps the students perform and by asking
different questions based on the same given data, it may be possible to prevent students from
becoming too comfortable. This should encourage them to make sure they are answering the
actual question and not the question they think they have been asked. This can be
accomplished in class and also with homework assignments.
Question #21: As noted in Section B, the most likely error that occurs in this type of problem is
that the students incorrectly dissociate the salt into its ions. “AB2” salts are often dissociated
into A+ and B2–. Those who properly dissociate it into A+2 and 2B– are typically able to solve this
kind of “entry-level” solubility problem. Though the rest of the calculation may be performed
correctly, if it begins with an incorrect premise, it will lead to an incorrect result. The only way
that students’ understanding of this concept will improve is with exposure and practice.
Dissociation can be practiced and applied at several points in CH-151 and it should be reviewed
again when solubility equilibria are introduced in CH-152. Students should especially be
encouraged to write complete chemical equations for every problem they encounter, both in
class and on homework assignments.
Question #27: This problem ties together many aspects of thermodynamics and relates it back
to equilibrium. Most students will probably approach it from a purely algebraic standpoint,
trying to figure out how the signs of ΔH and ΔS determine the sign of ΔG and how that is
subsequently related to the equilibrium constant. To do this, they must have memorized the
relevant equations (ΔG = ΔH−TΔS and ΔG = – RTlnK), which is certainly possible given sufficient
practice. However, students will likely perform better on this kind of question if they are able to
understand the physical significance of the magnitudes and signs of equilibrium constants (K)
and thermodynamic quantities (ΔG, ΔH, ΔS). This will reduce the errors made, for example, if a
student leaves out the negative sign in an equation like ΔG = – RTlnK. This particular mistake
may, in fact, be the main reason for the most commonly chosen incorrect answer. In addition to
thinking solely in terms of positive and negative values for ΔH and ΔS (algebraic approach),
students should be encouraged to think about whether an exothermic reaction or an increase
in entropy is typically “favorable” or “unfavorable” with respect to spontaneity (or more
appropriately for this problem, favoring products at equilibrium). This can then be linked to the
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
magnitude of the equilibrium constant. Simple relatable reactions such as combustion, splitting
water, or reactions of nitrogen and oxygen in air can provide opportunities to calculate or
estimate the values and then interpret the sign or magnitude. Students can then be asked if
their results make sense based on their experiences. Alternatively, their experiences can be
used to predict the sign or magnitude of the values before performing a calculations.
Question #30: This problem requires the application of LeChatelier’s Principle to determine
how the formation of a product may be increased if a reaction is at equilibrium. Most students
answered correctly and relatively small percentages picked choices that would favor the
reverse reaction. However, many students also said that the addition of a catalyst would
increase the concentration of the product by shifting the equilibrium to the right. Students
know that a catalyst will increase the reaction rate, but they often mistakenly believe that
forming a product more quickly is equivalent to forming more product overall. Further, they
may not know or recall that a catalyst increases the rate in both directions for a reversible
reaction, so it will not affect the equilibrium position. By offering this as one of the possible
answers to the question, it probably reduced the number of those who chose the correct
answer. Other than being sure that students clearly understand the basic properties of
catalysts, there is little more that can be done to improve the outcome on this question. More
broadly, however, instruction in LeChatelier’s Principle could be improved by posing questions
that involve more than the direct addition or removal of one of the species in the chemical
equation. As noted in the analysis of question #7, students may get too comfortable when they
always answer the same question. By posing more complex examples, such as the addition of
species that interact with reactants or products in the given reaction, students will be
encouraged to consider cause and effect. This would make choice B, for example, a more
familiar option. This will also serve to better prepare them to understand the common-ion
effect and buffers, which are both based upon LeChatelier’s Principle.
Question #33: It is enormously useful to be able to visualize chemical concepts and
phenomena. In this problem, the concept of acid strength and acid ionization are linked to
visual models. It is notable that relatively few students ranked the diagrams out of order, while
nearly half the students correctly ranked them and less than 20% put them in reverse order.
This suggests that most students were able to discern the pattern. In this case, therefore,
interpretation of the diagrams does not appear to be the problem. Rather, the relationship
between ionization and acid strength may not be well understood. This fundamental concept
can easily be overlooked in favor of performing calculations. More qualitative or descriptive
questions could be asked in class to probe students’ understanding both before and after
introducing more typical calculation-based problems.
Our analysis and our experience indicates that students often learn how to solve specific
problem types, rather than trying to understand why they are set up as they are, how to
interpret their results, how to make predictions, etc. Unfortunately, such an approach results
in students who cannot proceed when confronted with unfamiliar problems or scenarios. It is
up to the instructors to find a balance between mechanical problem solving and actual critical
thinking. Overall, for students to improve in the areas assessed, the course coordinators
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CH-152 Spring 2013 Course assessment
Prepared by Moni Chauhan, David Sarno and Jun Shin
recommend practice (in and out of class) and exposure to a wider variety of problems. This
should be coupled with an effort to demonstrate how the math is connected to the concepts
and how concepts are connected to each other. Students should also be encouraged to reflect
on their work to determine if their answer “makes sense”. This may serve to improve their
confidence and help them to avoid mistakes. A synopsis of our findings, plus a bulleted action
plan will be distributed to the instructors who will be urged to act on the results and
recommendations.
24