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2004
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February
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Chemical Education Today
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Commentary
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Testing, Testing: Good Teaching Is Difficult; So Is Meaningful Testing
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Sidney Toby
Department of Chemistry and Chemical Biology, Rutgers, The State University of New Jersey, Piscataway, NJ 08854
Richard J. Plano
Department of Physics and Astronomy, Rutgers, The State University of New Jersey, Piscataway, NJ 08854
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February 2004
Vol. 81 No. 2
p. 180
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| Abstract |
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Multiple-choice questions are usually employed in testing in large science courses for speed, accuracy, and fairness in grading. A significant disadvantage is that students are often presented with an unrealistic choice of answers that may make it possible to work backwards from the answer, rather than forwards from fundamentals. In the real world, answers to numerical problems are rarely displayed in a list, waiting for the correct value to be chosen. We have developed optical scanning forms and software that allow the choice of numerical values, which are then scanned optically and graded with the possibility of partial credit for near-misses or missing factors.
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| More Information |
 Citation |
Toby, Sidney; Plano, Richard J. J. Chem. Educ. 2004 81 180.
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Keywords |
Teaching / Learning Theory / Practice; Testing / Assessment
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History |
Created:
Last Updated: |
January 5, 2004
February 25, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
2004
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February
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180
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