Chemistry Department, Wellesley College, Wellesley, MA 02481.
CBE Life Sci Educ. 2021 Jun;20(2):es4. doi: 10.1187/cbe.20-09-0208.
Learning progressions (LPs) are descriptions of students' growing sophistication in the understanding of a particular construct through a curricular sequence. They are particularly useful for organizing complex constructs for which students do not necessarily connect concepts as taught in different courses. However, they are challenging to construct, because they attempt to linearize students' inherently nonlinear learning. As a result, it is essential to have methods to assess students' arrival at particular steps along the progression. One tool readily available to instructors is concept inventories (CIs). We have mapped published CIs to LPs for acid-base chemistry. The alignment not only provides an assessment that professors can use to pinpoint student learning, but also creates another tool to verify hypothetical LPs. We have compared the types of questions asked on CIs in chemistry, biology, and biochemistry, as well as in some standardized test banks. The mapping of questions from CIs to steps on the LPs allows refinement of the LPs and reveals gaps in assessment tools for sophisticated concepts. This alignment is a novel addition to the cycle of validation of an LP.
学习进阶（Learning Progressions，简称 LPs）是对学生在通过课程序列理解特定结构的能力不断提高的描述。它们对于组织复杂的结构非常有用，因为学生不一定会将不同课程中教授的概念联系起来。然而，它们的构建具有挑战性，因为它们试图将学生固有的非线性学习线性化。因此，必须有方法来评估学生在该进阶中的特定步骤上的表现。教师手中现成的一个工具是概念测试（Concept Inventories，简称 CIs）。我们已经将已发表的 CIs 映射到酸碱化学的 LPs 上。这种对齐不仅提供了教授可以用来确定学生学习情况的评估，而且还创建了另一个工具来验证假设的 LPs。我们比较了化学、生物学和生物化学中的 CIs 上的问题类型，以及一些标准化题库中的问题类型。将 CIs 中的问题映射到 LPs 上的步骤，可以细化 LPs，并揭示出复杂概念的评估工具中的差距。这种对齐是对 LPs 验证循环的一个新的补充。
