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Abstract Title: Concept Inventories and the Next Generation of Assessment
Abstract: In 2012, the National Research Council released A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This report synthesized the literature on how students learn science into three dimensions that should be blended together in instruction, curriculum, and assessment. This "three-dimensional learning" is the basis for the Next Generation Science Standards and researchers have recently made calls to bring it to higher education as well.  We have developed the Three-Dimensional Learning Assessment Protocol (3D-LAP), which can characterize assessments in introductory science courses as aligning (or not) with scientific practices, crosscutting concepts, and core ideas. In this poster, I apply the 3D-LAP to some commonly used concept inventories in physics to characterize their alignment with the three dimensions from the Framework. I will explore the potential utility of these concept inventories in the era of the Next Generation Science Standards.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: James T. Laverty
Michigan State University
620 Farm Lane Erickson Hall Room 115
East Lansing, MI 48824
and Co-Presenter(s)
Marcos D. Caballero - Michigan State University