Analysis of classroom response system questions via four lenses in a General Chemistry course

Abstract

General Chemistry lecture questions used in an electronic classroom response system (CRS) were analyzed using three theoretical frameworks and the pedagogical context in which they were presented. The analytical lenses included whether students were allowed to collaborate, Bloom’s Taxonomy, a framework developed by Robinson and Nurrenbern, and an expanded framework discussed by Bretz, Smith and Nakhleh. Analysis via these frameworks allowed faculty to reflect upon question types used in the course, and to modify instruction by decreasing the number of lower order cognitive skill questions, and emphasizing higher order cognitive skill questions in subsequent semesters.