Dr. Edmiston, I think anything that could be graded with standards (can they do mole conversions, do they know molecular structure and how electrons work, etc.) would work really well with CEs. Higher level thinking objectives (do they understand how this analysis technique could be used in water treatment, for example) are are little more difficult to asses with this technique and require a more direct prompt.

Dr. Martin, the prompt is designed to figure out what students know and think about when faced with certain concepts. It was scored exactly how the prompt was stated! Were there enough answers? Were they distinct? Were they correct? Sometimes when educators use this assessment they’ll say only one answer can be outside the scope of the course and that’s where the relevant comes in. This is beneficial in terms of accessibility and grading transparency because the way it’s scored is right in the description.