文档介绍：Article
pubs./jchemeduc
A Rubric for Assessing Students’ Experimental Problem-Solving
Ability
Susan E. Shadle,† Eric C. Brown,‡ Marcy H. Towns,§ and Don L. Warner*,‡
†
Center for Teaching and Learning and Department of Chemistry and Biochemistry, Boise State University, Boise, Idaho 83725-0399,
United States
‡
Department of Chemistry and Biochemistry, Boise State University, Boise, Idaho 83725-1520, United States
§
Department of Chemistry, Purdue University, West Lafayette, Indiana 47907-2084, United States
*S Supporting Information
ABSTRACT: The ability to couple problem solving both to the understanding of chemical concepts and to laboratory practices
is an essential skill for undergraduate chemistry programs to foster in our students. Therefore, chemistry programs must offer
opportunities to answer real problems that require use of problem-solving processes used by practicing chemists, including those
of experimental design. Additionally, programs should assess the extent to which these skills are mastered by students and use the
results to inform curricular development. This manuscript describes a rubric for experimental problem solving in chemistry that
seeks to assess the extent to which students can both understand a chemical problem and design an instrument-based strategy to
address it. The rubric effectively differentiates responses to pract