Three-dimensional (3D) learning requires not only instruction that integrates core ideas, crosscutting concepts, and science practices, but also assessments that move beyond a focus on disaggregated knowledge fragments towards examining students' use of their knowledge to construct explanations, analyze data, and evaluate models. Developing the skills to think and reason in this way requires practice both inside and outside of the classroom. Engaging students outside of the classroom in these skills requires a means for closing the assessment loop: receiving student responses, analyzing responses, and shaping instruction to support the learning needs identified. This talk describes an outside the classroom system that employs text messaging to initiate students’ practice in constructing chemical explanations of phenomena. The outside of class timeframe allows each student to spend the time they individually need to thoughtfully answer the 3D questions. Question development, delivery, and use of student responses to drive instruction will be described. Data examining the relationship between student completion of these questions and course performance as well as an evaluation of the quality of student explanations over the course of the semester will be presented.

Leveraging technology to support three-dimensional instruction and assessment

2019 Spring National Meeting

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