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Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory

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Title: Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory
Language: English
Authors: Hosbein, Kathryn N. (ORCID 0000-0001-6771-3660), Alvarez-Bell, Rosa, Callis-Duehl, Kristine L., Sampson, Victor, Wolf, Steven F., Walker, Joi P. (ORCID 0000-0001-7783-4706)
Source: Journal of Chemical Education. Feb 2021 98(2):293-306.
Availability: 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
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Science Instruction, Science Laboratories, Chemistry, Science Process Skills, Student Research, Scientific Research, Science Tests, Test Validity
DOI: 10.1021/acs.jchemed.0c01075
ISSN: 0021-9584
Abstract: There have been multiple calls to incorporate the teaching of scientific practices within science laboratory courses over the past decade. To accomplish this goal, changes must be made to the curriculum standards, instructional programs, and assessment-evaluation systems used in laboratory courses. One instructional program that can used in a laboratory course to help students learn scientific practices such as investigation design, collecting and analyzing data, argument generation and critique, and science writing is the argument-driven inquiry (ADI) instructional model. This article describes the development of an end-of-course assessment, the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory (IDEAA-GC1), that educators can use to measure students' ability to use scientific practices after incorporating the ADI instructional model into the General Chemistry I Laboratory. This new instrument has strong face and content validity as well as consistent instructor grading. The face validity of the instrument was established through iterative revisions of the IDEAA-GC1 based on faculty and student feedback. Content validity was established through the alignment of the IDEAA-GC1 with scientific practices and anchoring concepts as described by the Three-Dimensional Learning Assessment Protocol and the General Chemistry Anchoring Concepts Content Map.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287179
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Hosbein%2C+Kathryn+N%2E%22">Hosbein, Kathryn N.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6771-3660">0000-0001-6771-3660</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alvarez-Bell%2C+Rosa%22">Alvarez-Bell, Rosa</searchLink><br /><searchLink fieldCode="AR" term="%22Callis-Duehl%2C+Kristine+L%2E%22">Callis-Duehl, Kristine L.</searchLink><br /><searchLink fieldCode="AR" term="%22Sampson%2C+Victor%22">Sampson, Victor</searchLink><br /><searchLink fieldCode="AR" term="%22Wolf%2C+Steven+F%2E%22">Wolf, Steven F.</searchLink><br /><searchLink fieldCode="AR" term="%22Walker%2C+Joi+P%2E%22">Walker, Joi P.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7783-4706">0000-0001-7783-4706</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Feb 2021 98(2):293-306.
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  Data: 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
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  Data: There have been multiple calls to incorporate the teaching of scientific practices within science laboratory courses over the past decade. To accomplish this goal, changes must be made to the curriculum standards, instructional programs, and assessment-evaluation systems used in laboratory courses. One instructional program that can used in a laboratory course to help students learn scientific practices such as investigation design, collecting and analyzing data, argument generation and critique, and science writing is the argument-driven inquiry (ADI) instructional model. This article describes the development of an end-of-course assessment, the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory (IDEAA-GC1), that educators can use to measure students' ability to use scientific practices after incorporating the ADI instructional model into the General Chemistry I Laboratory. This new instrument has strong face and content validity as well as consistent instructor grading. The face validity of the instrument was established through iterative revisions of the IDEAA-GC1 based on faculty and student feedback. Content validity was established through the alignment of the IDEAA-GC1 with scientific practices and anchoring concepts as described by the Three-Dimensional Learning Assessment Protocol and the General Chemistry Anchoring Concepts Content Map.
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