CHED 116 |
| Multiple choice assessments are constructed to test a student's content knowledge. When a student performs poorly on a well-constructed, multiple choice assessment, the nature of the chosen distracters holds information about misconceptions. Item statistics provide one level of analysis. Additional techniques such as cross tabulation and nominal response curves can provide deeper analysis including exploratory research into persistent student misconceptions. Application of these techniques to instructor generated and selected ACS exams will be presented. |
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General Posters
7:30 PM-9:30 PM, Sunday, March 25, 2007 Hyatt Regency Chicago -- Riverside Center, Poster
Division of Chemical Education |