Resumen de A Performance-Based Assessment for Limiting Reactants
Joi Phelps Walker, Victor Sampson, Carol O. Zimmerman, Jonathon A. Grooms
Educators are increasingly being called upon to provide evidence of student learning. Traditional assessments are not always the best venue for demonstrating conceptual understanding, particularly in science. This paper presents details on the design, use, and scoring of a performance-based assessment for measuring student understanding of limiting reactants. The authors encountered a variety of challenges in the process of designing the performance-based assessment; these are described as well.
