Rebecca Gibbons has published work on how assessments are used in postsecondary chemistry education based on course size and course level using national survey data.
Excerpt: "Assessment continues to play an expanding role in higher education. Faculty, more than ever before, are expected to be personally involved in gen- erating and evaluating assessment data for internal and external reviews, including for program and institutional accreditation. Considering the changing role of the instructor in assessment, the American Chemical Society’s Examinations Institute (ACS Exams) renews its interest in understanding how assessments are being devel- oped and used across instructional experiences. In 2011, ACS Exams reported in As- sessment Update a “snapshot” of current assessment efforts in postsecondary chemistry education (Emenike et al. 2011). Now six years since that report, we have revised our survey study with an emphasis on exploring the choices chemistry faculty make in using a suite of assessments in a course for which they have the most influence. It is at this point that a new snapshot can help chemical educators, and those in the chemical industry, to support institutions of higher education in the interest of assessing student learning. Our work explores the differing types of assessments in lower- and upper- level courses, as well as within small- and large-enrollment courses. Several themes emerge from these data, including the preponderance of online homework systems in large courses, written reports and term papers in small courses, and surveys (e.g., self-efficacy) in lower-level courses. The value and utility of assessments are indicated by their use in differing contexts."
Gibbons, R. E., Reed, J. J., Srinivasan, S., Villafañe, S. M., Laga, E., Vega, J., Murphy, K. L., & Raker, J. R. (May/June 2018). Assessment in postsecondary chemistry education: A comparison of course types. Assessment Update, 30(3), 1-2 & 15-16.