We present the results of an item response analysis of general chemistry examinations at a large, research-intensive state university. Two- and three-parameter dichotomous item response model and polytomous model were used to assess the outcomes of examinations of over four full academic years for both “on-sequence” and “off-sequence” courses. We also employed the use of a valid and reliable tool from the chemistry education research (CER) literature to characterize the cognitive complexity of items on the examinations. Implications of the research for writing more effective examinations are discussed, as well as ongoing and future work related to determining the fidelity of summative assessments in general chemistry.

Item response and complexity analysis of general chemistry exams: Toward better selected and open response summative assessment in general chemistry

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

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