Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

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dc.contributor.author Laverty, James T.
dc.contributor.author Underwood, S. M.
dc.contributor.author Matz, R. L.
dc.contributor.author Posey, L. A.
dc.contributor.author Carmel, J. H.
dc.contributor.author Caballero, M. D.
dc.contributor.author Fata-Hartley, C. L.
dc.contributor.author Ebert-May, D.
dc.contributor.author Jardeleza, S. E.
dc.contributor.author Cooper, M. M.
dc.date.accessioned 2017-12-12T20:40:47Z
dc.date.available 2017-12-12T20:40:47Z
dc.date.issued 2016-09-08
dc.identifier.uri http://hdl.handle.net/2097/38508
dc.description Citation: Laverty, J. T., Underwood, S. M., Matz, R. L., Posey, L. A., Carmel, J. H., Caballero, M. D., . . . Cooper, M. M. (2016). Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. Plos One, 11(9), 21. doi:10.1371/journal.pone.0162333
dc.description.abstract 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.
dc.relation.uri https://doi.org/10.1371/journal.pone.0162333
dc.rights Attribution 4.0 International (CC BY 4.0)
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.subject Blooms Taxonomy
dc.subject Explanation
dc.subject Distinction
dc.subject Argument
dc.subject Biology
dc.subject Inventory
dc.title Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol
dc.type Article
dc.date.published 2016
dc.citation.doi 10.1371/journal.pone.0162333
dc.citation.issn 1932-6203
dc.citation.issue 9
dc.citation.jtitle Plos One
dc.citation.spage 21
dc.citation.volume 11
dc.contributor.authoreid laverty
dc.contributor.kstate Laverty, James T.


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