A national survey was administered to a sample of U.S. postsecondary chemistry faculty. Respondents were asked to state their use of a wide array of assessment tools for a particular lecture course taught at the undergraduate level, including formative and summative assessment techniques. Data were analyzed using probability weights to allow generalizations to the complete population of postsecondary chemistry faculty. We observe that course context, including size and level, is associated with assessment tool use.

State of assessment use in postsecondary chemistry education

253rd National Meeting (2017)

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