Assessing Student Learning Across Delivery Modes in Chemistry

Abstract

A comprehensive statistical analysis of shared assessments was conducted using student assessment data (n=152) gathered over a three-semester cycle from three general education chemistry courses taught both online and on-campus at a public, two-year community college in the upper Midwest United States. Item difficulty values, item discrimination values, difficulty ratios were used to evaluate the efficacy of the shared assessment instruments in assessing student learning toward intended course outcomes. Two-sample t-tests were conducted to determine the statistical significance of differences in assessment means by course delivery mode.