Assessment Projects

I am interested in assessment and evaluation approaches for the introductory chemistry courses. The investigations will shed light into the factors that hinder and benefit the attainability of science instruction goals, as proposed by authoritative advising entities and agencies (e.g., National Research Council, American Chemical Society). My intention is to investigate the current state of student learning in chemistry, and use empirical evidence to support and improve current chemistry curricula. Also the findings from the assessment and evaluation can provide insightful information to propose evidence-based innovative initiatives for curriculum reform, and novel teaching practices and learning strategies.

img_assesment_exam

img_assessment_grade

Study of General and Organic Chemistry Sequences at CSUB 

Gen Chem and Organic Sequences Analysis CSUB

Analysis of Student Evaluation of Instruction in Chemistry at CSUB 

Student Evaluation of Instruction Analysis CSUB

Studies in Lecture Settings 

Effect of class assignments on Exam Performance, Course CHEM150

Number of students: 62

chem150 1

Findings:

  1. In-class participation activities (i.e., group work, iclicker questions, and quizzes) support students’ performance similarly. That is, the results do not indicate that one method of assessment was better than the others for this group of students in this course.
  2. In-class participation and homework have a moderate prediction power on exam performance. That is, completing these activities does correlate with higher performance in the exams. In-class participation seems to better support students for the exams than the homework assignments.
  3. In-class participation correlates adequately with homework assessment. Thus, homework and in-class participation are related and support each other to help students succeed in the course.

Relationship between Lecture, Laboratory and Chemistry Concept Inventory Performance, Course CHEM150

Number of students: 62

chem150 2 

Findings:

  1. Performance in Lecture is highly correlated with performance in the Laboratory. Thus, lecture content seems to support laboratory understanding and vice versa.
  2. Lecture performance is positively correlated with performance in the chemistry concept inventory (CCi), however the value is low. Thus, there seems to be a weak relationship between chemistry conceptual understanding and the content covered in class. This is expected as the lecture class does not cover the chemistry concepts evaluated in the CCi.
  3. Laboratory performance does not correlate significantly with the CCi. Thus, the lab seemed to have no effect on students’ conceptual understanding as measured by the CCi.

Effect of class assignments on Exam Performance, Course SCI112

Number of students:45

SCI112 1

Findings:

  1. The in-class participation performance has high and moderate values for its effect indicators (i.e., quiz, groupwork, and iclicker assignments). Thus, all in-class activities help students for the exams evaluations. The group work assignments were perceived as highly effective by the students; however quizzes showed higher correlation with the overall in-class participation, thus indicating that the students benefited more from having quizzes than the group work activities. The results support the need to use both group work and quiz assignments during class time.
  2. In-class participation and homework have a moderate prediction of exam performance. Thus, completing these activities help students perform better in the exam evaluations. However, a significant portion of the exam performance variance is not explained by the proposed model.
  3. In-class participation correlates with homework performance. Thus in-class activities seem to support understanding of homework assignments.

Relationship between Lecture, Laboratory and Exam Performance, Course SCI112

Number of students:45

SCI112 2

Findings:

  1. The analysis of the lecture performance in the model shows that quizzes and group work activities better predict students’ performance than homework assignments, with the iclicker assignments not far behind homework performance. Thus, the results indicate that all in-class assignments (i.e., iclicker, group work, and quizzes) help students prepare for exam evaluations as well as the homework assignments.
  2. Performance in Lecture is highly correlated with performance in the Laboratory. This high correlation might be due to a careful design to align the content in the lecture with the work done in the laboratory.
  3. Lecture performance is moderately correlated with performance exams, and laboratory performance is poorly correlated with exam performance. The results indicate that lecture work better prepare students for the exams than the laboratory work.

Studies in Laboratory Settings 

Effect of Modules on Laboratory Performance and Laboratory Practical, Course CHEM211 Laboratory

Number of students: 177

CHEM211L 1 

Findings:

  1. Module 3 and 4 contribute the highest load of variance to the student performance in the laboratory.
  2. Module 5 loads the least among the four modules in the model.
  3. Correlation between Student Performance and Lab Practical is moderate. Thus, modules seem to prepare students for lab practical exam.

Effect of each Laboratory Assessment Item on Laboratory Performance and Laboratory Practical, Course CHEM211 Laboratory

Number of students: 177

CHEM211L 2 

Findings:

  1. Quizzes and Lab Reports contribute the highest load of variance to the student performance in the laboratory.
  2. Safe Assign loads the least among the four modules in the model.
  3. Correlation between Student Performance and Lab Practical is moderate. Thus, lab assignments seem to prepare students for lab practical exam.

Correlation analysis of Laboratory Performance and Science Laboratory Environment Inventory (SLEi), Course CHEM211 Laboratory

Number of participants: 83

CHEM211L 3

Findings:

  1. Assessment of student performance is not significantly correlated with SLEi evaluation and self-assessment of Learning Gains.
  2. Lab Practical shows a significant correlation with the SLEi evaluation, but is a small correlation. Thus, lab practical score and student evaluation of the lab environment are somewhat associated.
  3. Lab Practical is not significantly correlated to the self-assess Learning Gains.
  4. Students’ evaluation of the learning environment for the laboratories is significantly correlated to their perceived learning gains. This is the most significant result from the data as it supports the laboratory environment as a catalyst for students’ learning, as reported by the actual participants.