HOW WE HAVE USED ITEM RESPONSE THEORY AND CLASSROOM MANAGEMENT TO IMPROVE STUDENT SUCCESS RATES IN LARGE GENERAL CHEMISTRY CLASSES
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
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. |
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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 |