Adapting Assessment Tasks to Support Three-Dimensional Learning

Autor/inn/en	Underwood, Sonia M.; Posey, Lynmarie A.; Herrington, Deborah G.; Carmel, Justin H.; Cooper, Melanie M.
Titel	Adapting Assessment Tasks to Support Three-Dimensional Learning
Quelle	In: Journal of Chemical Education, 95 (2018) 2, S.207-217 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Underwood, Sonia M.) ORCID (Posey, Lynmarie A.) ORCID (Herrington, Deborah G.) ORCID (Carmel, Justin H.) ORCID (Cooper, Melanie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00645
Schlagwörter	Chemistry; Science Instruction; College Science; Undergraduate Study; Teaching Methods; Concept Formation; Scientific Concepts; Evaluation Methods; Persuasive Discourse; Mathematics; Computation + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Persuasion; Persuasive Kommunikation; Mathematik
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. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01