There is a large body of literature on the merits of conceptual learning and going beyond the more algebraic approach to problem solving as a way to understand chemistry. One key challenge, however, lies in the development of appropriate ways to assess conceptual understanding. ACS Exams first released a conceptual exam for general chemistry in 1996, but over time the nature of how concepts are incorporated in the course appear to have changed. In order determine how to best assess conceptual understanding, a national survey was implemented which measured faculty definitions of conceptual understanding and determined what types of multiple choice questions are perceived to measure conceptual understanding. The national survey generated a large dataset comprised of over 1,500 faculty responses. The results from the survey are being used to inform the development of the newest ACS General Chemistry Conceptual exam. In addition to this pragmatic goal, research findings from the General Chemistry Conceptual Understanding Survey will be presented.

General chemistry faculty perceptions of assessing students' conceptual understanding

247th National Meeting (2014)

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