Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and d...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2016-01-01
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| Series: | PLoS ONE |
| Online Access: | http://europepmc.org/articles/PMC5015839?pdf=render |
| _version_ | 1811214433447313408 |
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| author | James T Laverty Sonia M Underwood Rebecca L Matz Lynmarie A Posey Justin H Carmel Marcos D Caballero Cori L Fata-Hartley Diane Ebert-May Sarah E Jardeleza Melanie M Cooper |
| author_facet | James T Laverty Sonia M Underwood Rebecca L Matz Lynmarie A Posey Justin H Carmel Marcos D Caballero Cori L Fata-Hartley Diane Ebert-May Sarah E Jardeleza Melanie M Cooper |
| author_sort | James T Laverty |
| collection | DOAJ |
| description | Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. |
| first_indexed | 2024-04-12T06:03:21Z |
| format | Article |
| id | doaj.art-eca1c9d2a0574cc5a84fa1cd5cacb48a |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-04-12T06:03:21Z |
| publishDate | 2016-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-eca1c9d2a0574cc5a84fa1cd5cacb48a2022-12-22T03:44:58ZengPublic Library of Science (PLoS)PLoS ONE1932-62032016-01-01119e016233310.1371/journal.pone.0162333Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.James T LavertySonia M UnderwoodRebecca L MatzLynmarie A PoseyJustin H CarmelMarcos D CaballeroCori L Fata-HartleyDiane Ebert-MaySarah E JardelezaMelanie M CooperMany calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.http://europepmc.org/articles/PMC5015839?pdf=render |
| spellingShingle | James T Laverty Sonia M Underwood Rebecca L Matz Lynmarie A Posey Justin H Carmel Marcos D Caballero Cori L Fata-Hartley Diane Ebert-May Sarah E Jardeleza Melanie M Cooper Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. PLoS ONE |
| title | Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. |
| title_full | Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. |
| title_fullStr | Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. |
| title_full_unstemmed | Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. |
| title_short | Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. |
| title_sort | characterizing college science assessments the three dimensional learning assessment protocol |
| url | http://europepmc.org/articles/PMC5015839?pdf=render |
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