Chemistry assessments go 3D

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Science  09 Feb 2018:
Vol. 359, Issue 6376, pp. 649-650
DOI: 10.1126/science.359.6376.649-e

Student assessments should support meaningful learning while supplying faculty with information about what students know. Underwood et al. provide an evidence-based approach to modifying typical assessment questions to align them with the three-dimensional learning framework of the Next Generation Science Standards. Specifically, the Three-Dimensional Learning Assessment Protocol (3D-LAP) can be used to help identify the core concept of the assessment question (core idea), the criteria to evaluate students' ability to use this knowledge (scientific practices), and how that knowledge can relate to other science disciplines (crosscutting concepts). The 3D-LAP enables faculty to adapt their existing assessments to elicit stronger evidence about what students know and can do, ultimately making this process easier and less time-consuming than designing questions from scratch.

J. Chem. Educ. 10.1021/acs.jchemed.7b00645 (2017).

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