Laboratory skills-based assessments have become a topic of growing interest in recent years. Few studies exist that measure the impact of the laboratory experience on practical laboratory skills. A laboratory practical assessment was developed and administered in a sophomore/junior level quantitative analysis course focused on skills. The assessment used an acid-base titration, as this is a method encountered previously in introductory chemistry laboratory, and is seen again in quantitative analysis laboratory. Results of this assessment revealed degradation of undergraduate student lab skills between introductory chemistry and quantitative analysis. The results of this assessment have led to changes at the introductory level to better prepare students for laboratory work in upper division laboratory courses. This paper will discuss how the assessment tool and accompanying rubric were developed and the change that have been implemented in laboratory instruction at the introductory level to remedy the deficiencies.

Assessment of student laboratory skills in an undergraduate curriculum

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