Adapting Assessment Tasks To Support Three-Dimensional Learning

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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 three-dimensional (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.
Funding Information
  • Division of Undergraduate Education (1420005, 1341987, 1359818, DUE-0816692, DUE-1043707, DUE-1122472)
  • Leona M. and Harry B. Helmsley Charitable Trust

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