Designing Assessment Tools To Measure Students’ Conceptual Knowledge of Chemistry

Bretz, Stacey Lowery

doi:10.1021/bk-2014-1166.ch009

Cited by 18 publications

(26 citation statements)

References 37 publications

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“…Here we establish the validity and reliability of the protocol for the purposes of characterizing assessments as part of the transformation efforts at MSU. It is important to note that the protocol itself should not be considered valid and reliable for all possible datasets, because validity and reliability are characteristics of analysis tools and data, together [59,60]. Therefore, we coded exams from our dataset to investigate the validity and reliability for this project.…”

Section: Validity and Reliabilitymentioning

confidence: 99%

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

et al. 2016

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Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

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Section: Validity and Reliabilitymentioning

confidence: 99%

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

et al. 2016

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“…We probed for students' thinking and reflection on each of the questions on the activity as well as on two other activities that they had completed. The results of these interviews allowed us to (1) determine that the students largely understood and interpreted the language of the questions as intended, supporting the face validity of the activity for the larger student population (Bretz, 2014); and (2) make the minor adjustments previously mentioned for the fall 2019 administration.…”

Section: Validitymentioning

confidence: 76%

Connecting Ideas across Courses

Green¹,

Parent²,

Underwood³

et al. 2021

The American Biology Teacher

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Core chemistry ideas can be useful tools for explaining biological phenomena, but students often have difficulty understanding these core ideas within general chemistry. Connecting these ideas to biologically relevant situations is even more difficult. These difficulties arise, in part, from a lack of explicit opportunities in relevant courses for students to practice connecting ideas across disciplines. We are developing activities that examine students’ abilities to connect core chemistry ideas with biological phenomena, the overall goal being to develop a set of assessments that ask students to connect their knowledge across introductory chemistry and biology courses. Here, we describe the development and testing of an activity that focuses on concepts about energy in bond breaking, bond forming, and ATP coupling. The activity was completed by 195 students in an introductory cell and molecular biology course at Michigan State University; students were either co-enrolled or previously enrolled in General Chemistry I. Follow-up interviews to assess the validity of the activity (among others) showed that students interpreted the questions as intended and that they valued the activity as an opportunity to connect ideas across courses.

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“…Instructors can use evidence generated by the instrument to tailor their instruction to target gaps or weaknesses in students' prior knowledge. This is often done by disrupting their existing conceptions to create motivation for adopting scientific models (Posner et al, 1982;Bretz, 2014). The instrument can generate data about students' knowledge at the end of a year-long general chemistry sequence.…”

Section: Discussionmentioning

confidence: 99%

“…The primary motivation for developing concept inventories is to have tools for offering instructors information about ideas held by their students so that they can tailor instruction to students' prior knowledge (Bretz, 2014). It is especially important for instructors to have an idea of the alternate conceptions that students possess as they can be difficult to alter (Gelman, 2011;Shtulman and Lombrozo, 2016;Cooper and Stowe, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development of the Water Instrument: a comprehensive measure of students’ knowledge of fundamental concepts in general chemistry

Balabanoff

Fulaiti

DeKorver

et al. 2022

Chem. Educ. Res. Pract.

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Designing Assessment Tools To Measure Students’ Conceptual Knowledge of Chemistry

Cited by 18 publications

References 37 publications

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Connecting Ideas across Courses

Development of the Water Instrument: a comprehensive measure of students’ knowledge of fundamental concepts in general chemistry

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