Item Design Considerations for Computer-Based Testing of Student Learning in Chemistry

The focus of this paper is an examination of how chemistry test items may be designed for use in a computer-testing environment. It begins by examining ideas from cognitive psychology and research on problem solving in chemistry. It also consider previous ways computers have been used to measure student learning in chemistry. The paper ends by providing a framework for developing test items (and examples of items) across macroscopic, particulate, symbolic and integrated levels of chemical understanding.