The role of assessment in teaching and learning has always been prominent. The advent of discipline-based education research, including chemistry education research (CER), has added important nuance to that role and the manner in which assessment is conducted. Ranging from concept inventories for formative assessment, to new approaches to understanding student problem solving, the role of CER in advancing how we measure what students know, and how we act on those measurements is increasingly important. This presentation will consider patterns of assessment over time as well as some of the key ideas at the current forefront of CER noting both successes and challenges.

Flavors of assessment in chemistry education and chemistry education research

253rd National Meeting (2017)

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