HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES

Detalhes bibliográficos
Autor(a) principal: Casselman,Brock L.
Data de Publicação: 2017
Outros Autores: Ohlsen,Braden R., Atwood,Charles H.
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Química Nova (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000400456
Resumo: Since 2012 we have tracked general chemistry student success rates at the University of Utah. In efforts to improve those rates we have implemented math prerequisites, changed our discussion session format, installed some metacognitive exercises aimed at the lowest quartile of students and instituted a flipped classroom model. Furthermore, using Item Response Theory we have identified what topics each individual student struggles with on practice tests. These steps have increased our success rates to ~76%. As well, student performance on nationally normed American Chemical Society final exams has improved to a median of 86 percentile. Our lowest quartile of students in spring 2016 scored at the 51 st percentile, above the national median.
id SBQ-3_d4eb1c1d314e01efa06326f3beecfcad
oai_identifier_str oai:scielo:S0100-40422017000400456
network_acronym_str SBQ-3
network_name_str Química Nova (Online)
repository_id_str
spelling HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSESItem Response TheoryDunning-Kruger effectclassroom managementmetacognitionflipped classroomSince 2012 we have tracked general chemistry student success rates at the University of Utah. In efforts to improve those rates we have implemented math prerequisites, changed our discussion session format, installed some metacognitive exercises aimed at the lowest quartile of students and instituted a flipped classroom model. Furthermore, using Item Response Theory we have identified what topics each individual student struggles with on practice tests. These steps have increased our success rates to ~76%. As well, student performance on nationally normed American Chemical Society final exams has improved to a median of 86 percentile. Our lowest quartile of students in spring 2016 scored at the 51 st percentile, above the national median.Sociedade Brasileira de Química2017-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000400456Química Nova v.40 n.4 2017reponame:Química Nova (Online)instname:Sociedade Brasileira de Química (SBQ)instacron:SBQ10.21577/0100-4042.20170006info:eu-repo/semantics/openAccessCasselman,Brock L.Ohlsen,Braden R.Atwood,Charles H.eng2017-06-07T00:00:00Zoai:scielo:S0100-40422017000400456Revistahttps://www.scielo.br/j/qn/ONGhttps://old.scielo.br/oai/scielo-oai.phpquimicanova@sbq.org.br1678-70640100-4042opendoar:2017-06-07T00:00Química Nova (Online) - Sociedade Brasileira de Química (SBQ)false
dc.title.none.fl_str_mv HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
title HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
spellingShingle HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
Casselman,Brock L.
Item Response Theory
Dunning-Kruger effect
classroom management
metacognition
flipped classroom
title_short HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
title_full HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
title_fullStr HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
title_full_unstemmed HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
title_sort HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
author Casselman,Brock L.
author_facet Casselman,Brock L.
Ohlsen,Braden R.
Atwood,Charles H.
author_role author
author2 Ohlsen,Braden R.
Atwood,Charles H.
author2_role author
author
dc.contributor.author.fl_str_mv Casselman,Brock L.
Ohlsen,Braden R.
Atwood,Charles H.
dc.subject.por.fl_str_mv Item Response Theory
Dunning-Kruger effect
classroom management
metacognition
flipped classroom
topic Item Response Theory
Dunning-Kruger effect
classroom management
metacognition
flipped classroom
description Since 2012 we have tracked general chemistry student success rates at the University of Utah. In efforts to improve those rates we have implemented math prerequisites, changed our discussion session format, installed some metacognitive exercises aimed at the lowest quartile of students and instituted a flipped classroom model. Furthermore, using Item Response Theory we have identified what topics each individual student struggles with on practice tests. These steps have increased our success rates to ~76%. As well, student performance on nationally normed American Chemical Society final exams has improved to a median of 86 percentile. Our lowest quartile of students in spring 2016 scored at the 51 st percentile, above the national median.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000400456
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000400456
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.21577/0100-4042.20170006
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Sociedade Brasileira de Química
publisher.none.fl_str_mv Sociedade Brasileira de Química
dc.source.none.fl_str_mv Química Nova v.40 n.4 2017
reponame:Química Nova (Online)
instname:Sociedade Brasileira de Química (SBQ)
instacron:SBQ
instname_str Sociedade Brasileira de Química (SBQ)
instacron_str SBQ
institution SBQ
reponame_str Química Nova (Online)
collection Química Nova (Online)
repository.name.fl_str_mv Química Nova (Online) - Sociedade Brasileira de Química (SBQ)
repository.mail.fl_str_mv quimicanova@sbq.org.br
_version_ 1750318118307102720

Registros relacionados