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The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 29 (2024) pp 1-4

Use of Multi-Part Integrative Short-Answer Questions in an Upper-Level Biochemistry Course

Charles E. Deutch*,†,‡

School of Mathematical and Natural Sciences, Arizona State University at the West Campus, Glendale, AZ 85306 USA,; ,‡Microbion Research, 8734 E. Indian Hills Rd. Unit J, Orange, CA 92869 USA
Received April 21, 2022. Accepted November 7, 2023.

Published: 3 January 2024

Abstract. As students move through a college science curriculum, expectations for their performance increase as they transition from one level of Bloom’s taxonomy to another. To help students in a one-semester biochemistry course better understand the relationships between different topics and improve their skills in analysis and synthesis, multi-part short-answer questions were used as part of problem sets and in-class exams. Each question focused on a specific topic but contained four to nine subparts. In general, students were better able to answer the questions when they were presented as homework, likely because they had unlimited access to other class materials, the internet, and other students. However, they did not do as well with similar questions on the exams where individual work was expected and time was limited.The issues raised here are relevant to a wide range of upper-level chemistry classes.

Key Words: In the Classroom; biochemistry examinations; multi-part questions; problem sets

(*) Corresponding author. (E-mail:

Article in PDF formatt(421 KB) HTML fomat

Supporting Materials:

A PDF is available withAdditional Multi-Part Biochemistry Questions with Answers”. (2332 KB)

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