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A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems
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Abstract
A critical stage in the process of developing a conceptual understanding of organic chemistry is learning to use curved arrow notation. From this stems the ability to predict reaction products and mechanisms beyond the realm of memorization. Since evaluation (i.e., testing) is known to be a key driver of student learning, it follows that a new tool for evaluating student use of curved arrows could increase understanding of curved arrows. A robust assessment of this topic can be accomplished with open-ended mechanism questions; however, there are many instances where a multiple-choice format is desirable or required (e.g., exams in very large classes, standardized exams, or in-class "clicker" questions). Our evidence suggests that typical multiple-choice questions designed to assess curved arrow use are easy to answer even without a solid conceptual understanding of organic chemistry. This article describes a new assessment technique that allows instructors to ask open-ended questions about curved arrow notation in a multiple-choice format. We have found this innovation (and the one described in the accompanying article) to improve our ability to teach curved arrow notation and to assess student understanding of the concepts underlying this critical topic.
Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
CurriculumKeywords (Pedagogy):
Problem Solving / Decision MakingKeywords (Subject):
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Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.
This article has been cited by 4 ACS Journal articles (4 most recent appear below).
Development of an Online, Postclass Question Method and Its Integration with Teaching Strategies
Alison B. FlynnJournal of Chemical Education2012 Article ASAPDevelopment of an Online, Postclass Question Method and Its Integration with Teaching Strategies
Alison B. FlynnJournal of Chemical Education2012 Article ASAPA unique method was devised integrating online postclass questions, clickers, a tablet, and active learning strategies in each class. This successful method connected in- and out-of-class learning, provided prompt, regular, and relevant feedback to ...
Classroom Response Systems Have Not “Crossed the Chasm”: Estimating Numbers of Chemistry Faculty Who Use Clickers
Mary E. Emenike and Thomas A. HolmeJournal of Chemical Education2012 Article ASAPClassroom Response Systems Have Not “Crossed the Chasm”: Estimating Numbers of Chemistry Faculty Who Use Clickers
Mary E. Emenike and Thomas A. HolmeJournal of Chemical Education2012 Article ASAPResults of a national survey of faculty usage of assessment tools are presented and framed within the concept of the technology adoption life cycle. Specifically, the use of classroom response systems as reported by survey participants suggests that the ...
Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry
Alison B. FlynnJournal of Chemical Education2011 88 (11), 1496-1500Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry
Alison B. FlynnJournal of Chemical Education2011 88 (11), 1496-1500A unique approach to teaching and learning problem-solving and critical-thinking skills in the context of retrosynthetic analysis is described. In this approach, introductory organic chemistry students, who typically see only simple organic structures, ...
Using Low-Tech Interactions in the Chemistry Classroom To Engage Students in Active Learning
Michael P. ShaverJournal of Chemical Education2010 87 (12), 1320-1323Using Low-Tech Interactions in the Chemistry Classroom To Engage Students in Active Learning
Michael P. ShaverJournal of Chemical Education2010 87 (12), 1320-1323Two complementary techniques to gauge student understanding and inspire interactive learning in the chemistry classroom are presented. Specifically, this article explores the use of student responses with their thumbs as an alternative to electronic-...
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- Received: August 03, 2009
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