From Ideas to Items: A Primer on the Development of Ordered Multiple-Choice Items for Investigating the Progression of Learning in Higher Education STEM-Reference-Cited by-同舟云学术

From Ideas to Items: A Primer on the Development of Ordered Multiple-Choice Items for Investigating the Progression of Learning in Higher Education STEM

Published:2021-01-04 Issue:3 Volume:98 Page:714-729
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Lazenby Katherine¹^ORCID,Balabanoff Morgan E.²,Becker Nicole M.¹^ORCID,Moon Alena²,Barbera Jack³^ORCID

Affiliation:

1. Department of Chemistry, University of Iowa, Iowa City, Iowa 52242, United States

2. Department of Chemistry, University of Nebraska-Lincoln, Lincoln, Nebraska 68588, United States

3. Department of Chemistry, Portland State University, Portland, Oregon 97207, United States

Funder

Division of Undergraduate Education

Division of Graduate Education

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.0c01121

Reference88 articles.

1. Modelling Learners and Learning in Science Education

2. The Nature of Student Conceptions in Science

3. Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice

4. Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students

5. Why some students don't learn chemistry: Chemical misconceptions

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