Argumentation plays a central role in the process of science and student learning. Argument-Driven Inquiry (ADI) is an instructional model developed to give a more central place to argumentation while engaging students in scientific practices. These practices, such as planning investigations, interpreting data, and arguing from evidence, are assessed at the end of the course using a laboratory practical. While previous studies have shown higher laboratory practical mean scores from students enrolled in ADI laboratory sections as compared to traditional sections, these practicals have not been analyzed at the item level. Laboratory practicals taken by students from a Southern University enrolled in General Chemistry I laboratories during Fall 2018 and Spring 2019 were analyzed using item response theory (IRT). IRT provides item level information including difficulty and student ability. Results from IRT analysis including the difficulty of items and the distribution of student ability will be presented. The conclusions provided by this study will provide further insight on how to best assess scientific practices within the laboratory.

Gaining insight for the measurement of scientific practices using item response theory on a laboratory practical in an argument-driven inquiry general chemistry I lab course

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.