# Unlocking Instructors’ Assessment Insights: General Chemistry Instructors’ Perspectives on Types of Questions and their Classroom Application

## TL;DR

This study explores how general chemistry instructors use different types of questions in assessments and their views on incorporating higher-cognitive demand questions.

## Contribution

The study provides insights into instructors' perspectives on using research-based assessment tools in general chemistry.

## Key findings

- Instructors are interested in using research-based assessment tools in at least one assessment context.
- Instructors often modify questions by shifting from closed to open-ended formats to better understand student thinking.
- There is variation in instructors' expectations for the cognitive demand of exam questions.

## Abstract

Assessment communicates to students
the takeaways from
a course.
Unfortunately, studies have demonstrated that assessment in general
chemistry courses typically includes lower-cognitive demand questioning,
such as recalling information and calculation-based questions. To
support chemistry instructors’ inclusion of higher-cognitive
demand questions, chemistry education researchers have developed research-based
assessment tools (e.g., Three-Dimensional Learning -3DL - and concept
inventory). However, previous reports have highlighted a low uptake
of these tools. To explore the reasons behind this slow adoption,
instructors’ thinking about these types of assessment tools
should be probed. In this study, semi-structured interviews were conducted
with 19 general chemistry instructors to explore whether and how instructors
would use four different types of multiple-choice questions, including
a standard conceptual question, a calculation-based question, a 3DL
question, and a concept inventory-type question in their courses’
exam/midterm, homework, and/or in-class activity. Instructors in this
study were interested in using the research-based assessment tools
in at least one assessment context (i.e., home, in-class, or exam).
The most common modification described by the instructors across the
four types of questions was shifting the format from close to open-ended
as it allows instructors to better understand student thinking and
can promote better conversations among students in class settings.
Finally, the analysis of interviews shows variations in instructors’
expectations for the cognitive demand of questions on exams. Taken
together, these findings suggest a need to further probe instructors’
assessment literacy to inform the development of professional development
programs and policies that would support higher-quality assessment
in general chemistry courses.