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Concept Inventories as a Complement to Learning Progressions.

Charlotte R Reed1, Adele J Wolfson1

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Summary
This summary is machine-generated.

Learning progressions (LPs) help organize complex science concepts. Mapping concept inventories (CIs) to LPs provides assessment tools and refines understanding of student learning in chemistry.

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Area of Science:

  • Chemistry education research
  • Science learning assessment

Background:

  • Learning progressions (LPs) describe student understanding development.
  • LPs are challenging to create due to nonlinear learning patterns.
  • Assessing student progress along LPs is crucial for effective instruction.

Purpose of the Study:

  • To map existing concept inventories (CIs) to learning progressions (LPs) for acid-base chemistry.
  • To develop assessment tools for pinpointing student understanding within LPs.
  • To use CI-LP alignment for validating and refining LPs.

Main Methods:

  • Published CIs were systematically mapped to established LPs for acid-base chemistry.
  • Question types from CIs across chemistry, biology, and biochemistry were analyzed.
  • Standardized test banks were also considered in the comparison.

Main Results:

  • The mapping provided a method for assessing student learning at specific points in the LP.
  • Alignment revealed opportunities to refine LPs and identify gaps in current assessment tools.
  • This novel alignment serves as a validation tool for LPs.

Conclusions:

  • Aligning CIs with LPs offers a practical approach to assessing student understanding in complex scientific domains.
  • This methodology enhances the validation cycle of learning progressions.
  • Further research can identify and address assessment gaps for advanced scientific concepts.