A Valid and Reliable Instrument for Cognitive Complexity Rating Assignment of Chemistry Exam Items

• Karen Knaus ^[1] ; Kristen Murphy ^[2] ; Anja Blecking ^[2] ; Thomas Holme ^[3]
  1. [1] University of Colorado Denver

     University of Colorado Denver

     Estados Unidos

     
  2. [2] University of Wisconsin–Milwaukee

     University of Wisconsin–Milwaukee

     City of Milwaukee, Estados Unidos

     
  3. [3] Iowa State University

     Iowa State University

     Township of Franklin, Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 88, Nº 5, 2011, págs. 554-560
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The design and use of a valid and reliable instrument for the assignment of cognitive complexity ratings to chemistry exam items is described in this paper. Use of such an instrument provides a simple method to quantify the cognitive demands of chemistry exam items. Instrument validity was established in two different ways: statistically significant correlations between expert-based cognitive complexity ratings and student performance (as measured through statistical difficulty of items), and statistically significant correlations between expert-based cognitive complexity ratings and student mental effort ratings. Key benefits associated with instrument use include an enhanced understanding of the cognitive complexity of chemistry assessment tasks and as a means for characterizing exam content for the measurement of cognitive development.