Assessing Science Practices in Undergraduate Chemistry Laboratories: Why We Need to Do Betterand How We Should

TL;DR

This paper argues that undergraduate chemistry labs should focus on developing scientific skills, not just content knowledge, and suggests better assessment methods to achieve this.

Contribution

The paper proposes flexible assessment approaches to improve the development of scientific practices in undergraduate chemistry labs.

Findings

Current assessments often fail to effectively evaluate scientific practices in labs.

Flexible assessment tools can help instructors prioritize skill development in laboratory settings.

Meaningful engagement with scientific practices requires targeted and practical assessment strategies.

Abstract

An undergraduate chemistry laboratory should serve as
a space where
students learn how to do chemistry. Laboratory time
should not be used primarily to reinforce content knowledge but rather
to develop essential competencies, including scientific practices.
To support the acquisition of these competencies, students must be
provided with meaningful opportunities to engage with scientific practices,
and assessments must explicitly evaluate these practices, given the
critical role assessment plays in shaping student learning. This article
outlines several challenges associated with fostering engagement with
scientific practices in laboratory settings, reviews existing assessment
tools and their limitations, and proposes approaches to address some
of these issues. We argue that there is a need for flexible assessment
approaches, applicable across a range of undergraduate chemistry laboratory
contexts. Properly designed assessment tools can also serve as practical
guides for instructors seeking to make the laboratory a space primarily
dedicated to skill development.

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