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Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

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Area of Science:

  • Higher Education Science Pedagogy
  • K-12 Science Education Reform
  • STEM Education Assessment

Background:

  • Science education reform emphasizes scientific and engineering practices, crosscutting concepts, and disciplinary core ideas, known as three-dimensional learning.
  • K-12 science education is actively integrating three-dimensional learning principles.
  • Higher education is beginning to incorporate these three-dimensional learning approaches into college science courses.

Purpose of the Study:

  • To introduce a new protocol, the Three-Dimensional Learning Assessment Protocol (3D-LAP), for characterizing and developing assessment tasks.
  • To align assessments with the evolving three-dimensional learning environment in higher education science.
  • To evaluate the extent of transformations in science education assessment practices.

Main Methods:

  • Development of the 3D-LAP by an interdisciplinary team.
  • Characterization and support for assessment task development in biology, chemistry, and physics.
  • Discussion of the protocol's validity and reliability.

Main Results:

  • The 3D-LAP was developed to align assessments with three-dimensional learning.
  • Evidence demonstrates the protocol's ability to distinguish between assessments that elicit three-dimensional learning and those that do not.
  • The protocol supports assessment development in core STEM disciplines.

Conclusions:

  • The 3D-LAP is a valuable tool for assessing and supporting the integration of three-dimensional learning in higher education science.
  • The protocol aids in aligning assessment practices with contemporary science education reform efforts.
  • Further development and application of the 3D-LAP can enhance the evaluation of science education transformations.