<br/><br/>Measurement of latent constructs, including knowledge, attitudes, and beliefs is a central practice in chemistry education research. Measurement instruments (e.g., surveys, concept inventories, rubrics) serve as tools to elicit observable responses that relate to these latent traits which are not directly observable. High-quality measurement supports researchers in addressing research questions. For instance, instruments might be used to measure changes in student beliefs as a result of an intervention or course experience; researchers and practitioners alike use instruments to assess students’ knowledge of chemistry content. Imperative to rigorous research, users should provide evidence that data collected using instruments can be validly and reliably interpreted.<br/>The chemistry education research community has developed, tested, and published many instruments for use by researchers and practitioners. However, instrument development is often not feasible in all contexts, nor necessary in cases where existing instruments might be used to address novel research questions. The Chemistry Instrument Review and Assessment Library (CHIRAL) serves as a resource for researchers and practitioners to identify extant instruments and provides data on the extent to which and the contexts in which instruments have been used and evaluated.<br/>CHIRAL database development has included collation of 315+ instruments from 400+ publications. We will describe our approach to populating CHIRAL and cataloging features of instruments and their use in peer-reviewed chemistry education research. Based on these data, we analyze common measurement practices in chemistry education research and provide evidence-based recommendations for developing and using measurement tools to address research questions.

Common practices in instrument development and use in chemistry education research

ACS Spring 2022

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