苏黎世联邦理工学院入学学生化学知识测评——基于 Moodle 测验

Evaluation of the Chemistry Knowledge of Students Entering the ETH Zurich with a Moodle Quiz.

机构信息

Kantonsschule Frauenfeld, Speicherstrasse 10, CH-8500 Frauenfeld, Switzerland;, Email:

Laboratory of Inorganic Chemistry, Department of Chemistry and Applied Biosciences, ETH Zurich, Vladimir-Prelog-Weg 2, CH-8093 Zurich, Switzerland.

出版信息

Chimia (Aarau). 2021 Feb 28;75(1-2):89-97. doi: 10.2533/chimia.2021.89.

DOI:10.2533/chimia.2021.89

PMID:33637154

Abstract

The basic chemistry knowledge of first-year students in the disciplines , , , and has been evaluated within the first three weeks of the Fall semester with a Moodle-based quiz at ETH Zurich. It consists of 37 small problems testing the knowledge that ETH students entering the lecture courses (AC1) and (OC1) should ideally have. An initial set of questions was developed by Bernhard Jaun (ETH Zurich) in 2007, it was combined with questions from an evaluation created in 2015 by Markus Müller (secondary school II teacher). The results of a total of 925 students who took part in the 2016 and 2017 evaluations are presented. It was found that 80% of the students of Chemistry, Chemical Engineering and Interdisciplinary Natural Sciences (AC1 course) and 70% of the students of Biology, Pharmaceutical Sciences, and Health Sciences and Technology (OC1 course) scored ≥60%. Students who took the focus course () at the SEK II level (Swiss school system) performed on average 13-18% better and with a smaller standard deviation than other students. No significant differences were observed with regard to gender or the region in which the qualification for university entrance was obtained.

摘要

在苏黎世联邦理工学院秋季学期的前三个星期，学生们通过基于 Moodle 的测验评估了、、和专业一年级学生的基础化学知识。该测验包含 37 个小题，旨在检验学生在进入讲座课程（AC1）和（OC1）时应具备的知识。一组初始问题由 Bernhard Jaun（苏黎世联邦理工学院）于 2007 年开发，后来与 Markus Müller（中学二级教师）在 2015 年创建的评估中的问题结合在一起。本文展示了参加 2016 年和 2017 年评估的总共 925 名学生的结果。结果发现，化学、化学工程和跨学科自然科学（AC1 课程）的 80%的学生和生物学、制药科学和健康科学与技术（OC1 课程）的 70%的学生的得分≥60%。在瑞士二级中学（SEK II）中学习重点课程（）的学生的平均成绩比其他学生高 13-18%，标准差也更小。在性别或获得大学入学资格的地区方面，没有观察到显著差异。