P652: Immediate answer-until-correct feedback in chemistry testing
: Jamie L. Schneider, University of Wisconsin River Falls, USA
Co-Author: Kristen L. Murphy and Shalini Srinivasan, University of Wisconsin Milwaukee, USA; Arunendu Chatterjee, University of Wisconsin River Falls, USA
Time: 5:15 PM – 6:30 PM
Related Symposium: S33
Instructors often employ individual assessments (tests and quizzes) with multiple choice formats to evaluate student content knowledge. Delayed feedback mechanisms are commonly used; some of which are non-corrective (scores on exams) and some of which are corrective (marks next to each question wrong with access to answer keys). Reform efforts in chemistry testing have largely focused on types of questions (conceptual vs. algorithmic) and not so much on feedback mechanisms to improve student learning. Unit exams are often described as summative assessments; however, they have the potential to serve as formative assessments in courses that have a circular curricular structure. Stated differently, improvement of skills from early unit exams could improve student performance on subsequent unit exams and on a truly summative cumulative final exam. Our research aims to gather evidence about the effects of incorporating methods of feedback into multiple-choice exams in general chemistry and to offer suggestions to optimize the feedback to promote student learning. We collected testing data using traditional answer forms and Immediate Feedback Assessment Technique (IF-AT) forms both of which are paper-based, classroom-accessible multiple-choice exam response options. We will present the first stages in this NSF supported project (DUE 1140914) which include development of two algorithmically similar general chemistry tests and initial data on delayed non-corrective versus immediate corrective feedback conditions. Feedback effectiveness will be presented through changes in student performance on repeat testing and changes in the degree of correlation between confidence and performance on repeat testing.
P157: Development and preliminary testing of a persistence instrument: Measuring outcome expectations
: Shalini Srinivasan, University of Wisconsin - Milwaukee, USA
Co-Author: Kristen Murphy, University of Wisconsin - Milwaukee, USA
Time: 11:50 AM – 12:10 PM
Room: LTT 103
Related Symposium: S13
Research on Social Cognitive Career theory (SCCT) has focused on formulating relationships among constructs that affect college student performance and persistence. Exploring these relationships and their impact on persistence is of critical importance in STEM domains, where a crucial need exists to increase and sustain the number of students pursuing STEM degrees. Two key constructs have emerged from studies on SCCT: Self-efficacy and outcome expectations. While the latter was incorporated into SCCT as a distinct construct, most studies have placed emphasis on self-efficacy with minimal attention given to the measurement of outcome expectations. Thus, understanding this construct and developing a psychometrically sound instrument to measure it would certainly result in a more comprehensive and robust model to test persistence. Outcome expectations (viewed as if-then statements) are judgments of whether a particular course of action will produce a desirable outcome. The items in our instrument were developed using existing measures of cognitive/career outcome expectations and Bandura’s three forms of outcome expectations (physical, social and self-evaluative). These items were tailored to be domain-specific; students were requested to provide a level of agreement for each statement. Exploratory factor analysis was used to analyze preliminary results. The foci of this talk will be a brief description of instrument development and discussion of our results till date. Ongoing refinements and further administrations of this instrument, in conjunction with our existing chemistry self-efficacy scale will allow for the validation and testing of a complete persistence instrument for students in STEM degrees.