CHED 741 |
| No Child Left Behind (NCLB) legislation emphasizes the importance of large-scale assessments. Such assessments, either at the state or national levels, have long histories in both the United States (New York) and Turkey. A study of exams from each country (New York State Regents Chemistry (US) and the Turkish University Exam) was undertaken to assess the nature of the assessments, as well as their alignment with curricula (using the Porter Index), item difficulty and response patterns. Statewide and National student (performance) data were reviewed. Both the use of reference tables and the overall cognitive (Bloom's) demand of test items was analyzed. Recommendations for the interpretation of assessment data will be made; the implications for program review will be discussed. |
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Chemistry Education Research
1:30 PM-4:55 PM, Monday, April 7, 2008 Hilton New Orleans Riverside -- Rosedown, Oral
Division of Chemical Education |