Low-Stakes, Growth-Oriented Testing in Large-Enrollment General Chemistry 1: Formulation, Implementation, and...

Area of Science:

• Chemical Education
• Educational Assessment

Background:

• Traditional high-stakes exams can create undue stress and hinder student learning.
• Developing alternative assessment methods is crucial for fostering student growth and engagement.

Purpose of the Study:

• To formulate and implement an alternative grading system for a large-enrollment General Chemistry 1 course.
• To design assessments that promote student learning progression through cognitive levels.
• To reduce the stakes of assessments while maintaining academic rigor.

Main Methods:

• Weekly assessments with four items aligned to learning objectives and Marzano's taxonomy (retrieval, comprehension, analysis, knowledge utilization).
• Proficiency-based grading and multiple attempts to lower assessment stakes.
• A computational infrastructure generating unique assessments with randomized content from an item bank.
• Item response theory (Rasch analysis) to validate the assessment framework.

Main Results:

• The alternative grading system was successfully implemented in a General Chemistry 1 class.
• Assessment items were validated as high quality using Rasch analysis.
• Students demonstrated learning improvement through assessment retakes.
• Students reported increased motivation to study and learn.

Conclusions:

• The alternative grading approach effectively supports student growth and learning in General Chemistry.
• The system provides a scalable and adaptable model for science education assessment.
• This method enhances student engagement and promotes a deeper understanding of chemical concepts.