Prior studies on transformed chemistry laboratory curricula focused on the Scientific Practices have demonstrated improvement in students’ metacognition, problem solving skills and attitude towards chemistry. Though these factors are important, particularly with respect to keeping students interested and invested in their chemistry courses, but there is no evidence such laboratory curricula have any impact on students’ abilities to effectively use Scientific Practices in a given situation. This is certainly a testable question, yet we currently lack assessment items specifically targeted at determining students’ abilities to use Scientific Practices. A current multi-institutional project is working on the development of such tasks. This talk will highlight the process used to align the assessment tasks to current national standards documents as well as preliminary design considerations and results from their initial use.<br/>

Developing assessment tasks for the scientific practices: Alignment, design, and testing

255th National Meeting (2018)

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