Multiple learning theories value the process of a learner linking new information with existing concepts. While instruction may emphasize how new information is related to past course content, there is a concern that traditional assessment techniques may not explicitly measure this process. This presentation describes the development of a Measure of Linked Concepts (MLC) intended to target students' efforts to link concepts throughout a first semester General Chemistry course. MLCs are built upon prior students' attempts to link concepts in an open-ended context and are designed to be used in the large classroom setting as a part of a traditional assessment. As part of the development process, evidence to make a case for the validity of MLCs will be presented. Implications for learning theory and teaching practices will also be discussed.

Developing and validating a measure of linked concepts for general chemistry

249th National Meeting (2015)

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