Laboratory skills performance assessments in chemistry

Abstract

The use of performance assessments in the chemistry laboratory present unique opportunities for formative assessment. When used in conjunction with student self-assessment checklists performance assessments can also promote metacognitive activity. In this study students were given explicit instruction in basic lab skills and then completed individual performance assessments where they demonstrated their ability. The lab skills assessed were measuring mass using an electronic balance, measuring volume using a graduated cylinder, lighting a Bunsen burner, measuring volume using a pipet, and completing one trial of a titration. Pre- and post-treatment tests, surveys, self-assessments, skill assessment rubrics, formative quizzes, a summative unit exam, and interviews were used as data collection instruments. Data were processed using both quantitative and qualitative methods. The results indicated a positive change in students' attitudes toward chemistry and the laboratory. Also, the results showed that students made gains in their ability to perform laboratory skills. Finally, students made progress academically as a result of the treatment.