ERIC Number: EJ1170360
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
Adapting Assessment Tasks to Support Three-Dimensional Learning
Underwood, Sonia M.; Posey, Lynmarie A.; Herrington, Deborah G.; Carmel, Justin H.; Cooper, Melanie M.
Journal of Chemical Education, v95 n2 p207-217 Feb 2018
As chemists, we understand that science is more than a set of disconnected facts. It is a way of investigating and understanding our natural world that involves things like asking questions, analyzing data, identifying patterns, constructing explanations, developing and using models, and applying core concepts to other situations. This paper uses the concept of three-dimensional (3D) learning, presented in "A Framework for K-12 Science Education", to reconceptualize and develop assessment items that require students to integrate chemistry core ideas with scientific practices and crosscutting concepts. Developing 3D assessments from scratch is time-consuming and beyond the scope of most faculty work. Here we present an alternate approach: We provide a detailed description of ways in which instructors can take current assessment questions and modify them to align with three-dimensional learning by focusing on the evidence that is sought about what students know and can do with their knowledge.
Descriptors: Chemistry, Science Instruction, College Science, Undergraduate Study, Teaching Methods, Concept Formation, Scientific Concepts, Evaluation Methods, Persuasive Discourse, Mathematics, Computation
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0816692; 1043707; 1122472; 1359818; 1420005; 1341987