Tests are commonly used in many chemistry courses as a means of assessing the knowledge that students have accumulated.  In many introductory courses, examinations rely heavily on the use of multiple choice questions, which present information in a specific format and require students to process that information in a specific way.  In other courses, however, alternative question types such as true/false, short answer, fill-in-the-blank, or essays are utilized.  Because of these differences, students may process the information presented differently, and there is the potential for one format to be better than another.  This poster will present our preliminary findings surrounding students' perspectives as to whether tests are a valid way of determining knowledge, how they believe the testing process can be improved, and their ultimate role in the learning process.

Researching chemistry students' perceptions of the validity of summative assessments

247th National Meeting (2014)

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