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

Autor:	Brock L. Casselman, Braden R. Ohlsen, Charles H. Atwood
Jazyk:	English<br />Spanish; Castilian<br />Portuguese
Předmět:	Item Response Theory Dunning-Kruger effect classroom management metacognition flipped classroom Chemistry QD1-999
Zdroj:	Química Nova, Vol 40, Iss 4, Pp 456-464
Druh dokumentu:	article
ISSN:	1678-7064 0100-4042
DOI:	10.21577/0100-4042.20170006
Popis:	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.
Databáze:	Directory of Open Access Journals
Externí odkaz:	https://doaj.org/article/804df90f19424a16be458f82759caf69 Zobrazit plný text záznamu View record in DOAJ