Development of a self-test for undergraduate chemistry students: how do students solve tasks on basic content knowledge?

Abstract

In this paper we describe the development of a self-test on content knowledge as one element of a digital learning environment. The self-test on prior knowledge consists of tasks in the categories Periodic Table of Elements, chemical bonding, chemical formulas, and chemical reactions (reaction equations and reaction mechanisms). For the study, tasks from all topics have been used in a paper-pencil multiple-choice and multiple response test on the task at hand and an accompanying questionnaire with closed and open items. The results of the study show that the students rated the tasks as suitable. Comments for improving the tasks regarding the wording or the design were implemented. Because of students’ lack of understanding regarding some of the technical terms, a glossary and games will be added to the digital learning environment. Many students overestimated their knowledge and their competences, therefore the self-test in the learning environment will include feedback to ensure that the students can improve their content knowledge and its application.

Keywords

• general and inorganic chemistry
• organic chemistry
• first- and second-year students
• content knowledge
• test