Adapting Assessment Tasks To Support Three-Dimensional Learning

Abstract

As chemists, we understand that science is more than a set of disconnected facts. It is a way of investigating and understanding our natural world that involves things like asking questions, analyzing data, identifying patterns, constructing explanations, developing and using models, and applying core concepts to other situations. This paper uses the concept of threedimensional (3D) learning, presented in A Framework for K-12 Science Education, to reconceptualize and develop assessment items that require students to integrate chemistry core ideas with scientific practices and crosscutting concepts. Developing 3D assessments from scratch is time-consuming and beyond the scope of most faculty work. Here we present an alternate approach: We provide a detailed description of ways in which instructors can take current assessment questions and modify them to align with three-dimensional learning by focusing on the evidence that is sought about what students know and can do with their knowledge.

Evaluating the extent of a large-scale transformation in gateway science courses

“…for a substantial set of example 3DL assessment items, and to Underwood et al . ( 35 ) and Laverty and Caballero ( 36 ) for comparisons between traditional and 3DL assessment items]. In alignment with the intent of the Framework ( 9 ) that the three dimensions be integrated, we report the results in a binary way, that is, an assessment item either met the criteria for all three dimensions or it did not.…”

Formative assessments using text messages to develop students’ ability to provide causal reasoning in general chemistry

“…This framework for learning and assessment aims to interweave content with science practices and cross cutting concepts and is described in detail in the Framework for K-12 Education 30 and the Next Generation Science Standards. 31 Several descriptions of how this framework has been applied to the development of college chemistry curricula 32,33 and the development of assessment items 34 have been published. Based on this framework, we developed a series of questions for a first semester general chemistry course that provided students with an initial phenomena or context to explain, explore, or evaluate.…”

Developing tasks to assess phenomenon‐based science learning: Challenges and lessons learned from building proximal transfer tasks

“…Another strategy used in assessment design is to employ the Universal Design for Learning Framework (Rose & Meyer, ), which demands different ways to present assessment materials and allows students to use different ways to engage with tasks and express what they know. A third strategy for making assessments more accessible is to provide some scaffolding that guides students as to the depth or scope of a response that is required (Abell & Siegel, ; Kang, Thompson, & Windschitl, ; Siegel & Wissehr, ; Underwood, Posey, Herrington, Carmel, & Cooper, ). For English learners, using nontextual elements (e.g., visuals) to communicate essential meanings in assessment materials can be a useful scaffold to enhance access to tasks, as can presenting scenarios in students’ native language (Buxton et al, ; Pennock‐Roman & Rivera, ; Siegel & Wissehr, ).…”