MCTP
Maryland Collaborative
for Teacher Preparation


Review and Accessment


Thomas C. O'Haver
Department of Chemistry and Biochemistry
University of Maryland
College Park, MD 20742
(301) 4051831
to2@umail.umd.edu


NSF Cooperative Agreement No. DUE 9255745
(c) 1994, Maryland Collaborative for Teacher Preparation
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Chemistry 121/122          Team member 1________________________________
Fall, 1994                 Team member 2________________________________
                           Team member 3________________________________
 
                        Review and Accessment

1.  What do you think are the major themes or "big ideas" of chemistry,
as embodied in this course?

2.  With your partners, develop ten (10) questions, suitable for an
examination, that test mastery of the main themes of this course. Of
course, you must also provide the "right" answers and a scoring rubric
that indicates how partial credit is to be assigned. Your team's grade
on this activity will be based on how well your questions test
understanding of the broad array of concepts that we dealt with in this
course. Those questions that I judge "best" will appear on the final
exam, so it is to your benefit to develop good questions. Questions
that are "too hard" or "too easy", and questions that test simple 
factual recall will not be considered suitable. 

3.  "Performance accessment" is a term used to describe a type of test
or examination question in which students perform some practical "real"
task and is scored individually on the success of their work.  The
"real" task might mean a laboratory experiment or an activity involving
manipulatives.  Design a performance accessment that might be suitable
for this class and which could be used to obtain an individual score.
Take into account the practicalities of class location, equipment
limitations, and time limitations (two hour total time limit for entire
exam).