As instructors adopt more student-centered instructional strategies that place more emphasis on process skills such as problem solving, information processing, and critical thinking, there is a need to assess these skills as well. For the ANAPOGIL project, exam questions were designed to elicit evidence of process skills in students’ responses. These questions covered the broad topic areas of analytical chemistry and were embedded in regular course exams at several institutions and over a period of years. Student responses were analyzed and coded to document evidence of process skills. The data was examined to look for trends among individual students in the same semester, for the patterns in individual schools across multiple years, and across institutions. Codes were generated for information processing, critical thinking, problem solving, and content knowledge. Insights from the analysis will help instructors write exam questions to elicit evidence of process skills and to evaluate student responses to assess and provide feedback on chemistry content knowledge and process skills.

Writing exam questions that elicit evidence of process skills

249th National Meeting (2015)

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