For several years, the chemistry program at The University of Findlay (UF) has recognized the decline in preparation of entering students for a year-long general chemistry sequence.  To remedy this situation a placement test was developed and administered through UF's online platform in an un-proctored mode. Entering students were required to complete the test prior to their respective orientation sessions and the results of the test were used to place the students into a developmental chemistry course or the first course of a two-semester sequence. For the 2011-2012 academic year, the protocol for administration of the placement test was changed from un-proctored to proctored. While the test was still administered through UF's online platform, entering students answered the test while in computer labs proctored by faculty members. A decrease in test scores was noted between the proctored and un-proctored modes resulting in a concomitant increase in placement into the developmental course. An analysis of the placement scores and pass/fail rates for the developmental course are presented.

Analysis of two-modes for a placement test and pass/fail rates for a developmental chemistry course

243rd National Meeting (2012)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.