Developing a Threshold Concept Assessment Rubric: Using the Johnstone's Triangle Framework for Understanding...

Area of Science:

• Chemistry Education Research
• Undergraduate Laboratory Pedagogy

Background:

• Laboratory courses are crucial for experiential learning in science.
• Threshold concepts significantly impact student understanding in chemistry.
• Intermolecular forces (IMFs) are identified as a critical threshold concept linking molecular properties to real-world applications.

Purpose of the Study:

• To develop a pedagogical tool for assessing student mastery of threshold concepts in chemistry.
• To evaluate the effectiveness of a Threshold Concept Assessment Rubric (TCAR) in a 200-level laboratory course.
• To analyze student learning processes and identify areas of difficulty regarding intermolecular forces.

Main Methods:

• Development of a Threshold Concept Assessment Rubric (TCAR) based on Johnstone's triangle framework.
• Application of the TCAR in a multilayer laboratory course focused on intermolecular forces.
• Analysis of student assignments and statistical data to assess learning progress.

Main Results:

• The TCAR effectively evaluates student progress in understanding intermolecular forces.
• Statistical analysis highlighted specific areas where students struggle to achieve expert-level understanding of IMFs.
• The study provides insights into the structure and role of assessment questions in evaluating learning.

Conclusions:

• The developed TCAR is a valuable tool for assessing student comprehension of threshold concepts in chemistry.
• The rubric and analytical approach can be adapted to evaluate other threshold concepts in science education.
• This work contributes to improving pedagogical strategies in undergraduate chemistry laboratories.