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Previous research has shown the validity of the Measure of Linked Concepts (MLC) assessment in college introductory chemistry. Herein, we present a novel model of pairing the MLC with a metacognitive exercise aligned with learning objectives in the introductory chemistry courses as an effective tool for instructors to be integrated into instruction and assessments. A mixed-methods approach was used to explore the effectiveness of MLCs with the metacognitive exercise on students' performance and metacognitive thinking and behaviors. The study was implemented in introductory chemistry at two institutions over two semesters. The multiple regression model showed that MLC scores significantly predicted students' final exam scores in introductory chemistry. Students' MLC scores were improved significantly (18% higher) after pairing with the metacognitive exercise. Notably, the theme of metacognition was much more prevalent observed in the qualitative data when the MLC was paired with the metacognitive exercise as compared to without the exercise (37% vs. 9%). More importantly, most of the participants (87%) reported they looked up the learning objectives that are associated with the MLC statements they missed. More than half of the participants indicated they made plans to master the missed learning objectives. Their plans include reviewing lecture notes pertaining to the topics, doing more practice problems related to the missed learning objectives, or seeking help from tutors or instructors. Pairing MLCs with the metacognitive exercise shows promising signs of improving student performance and metacognition. The authors suggest adopters of MLCs utilize the new model of pairing them with the metacognitive exercise.

Science educators have developed a variety of assessment techniques to help students connect their scientific knowledge and bridge conceptual gaps. In chemistry, concept maps and creative exercises are the two notable assessments that have been implemented into multiple chemistry courses and indicated promising effects on students' conceptual learning and connection-making between chemistry concepts. These two assessment techniques were usually implemented individually in research studies. Herein, we employed a quasi-experimental, mixed-methods approach to explore whether combining concept maps and creative exercises would reveal any synergistic effects for student learning of chemical equilibrium and acid-base chemistry in a college general chemistry course. In this study, student perceptions of the use of the two assessments were examined by open-ended surveys. Interestingly, students perceived creative exercises as an assessment technique while concept maps were viewed as a learning tool for studying or reviewing exams. Additionally, Students believed that concept maps assisted them in answering creative exercises, but not vice versa. The four study groups (control group, concept maps only, creative exercises only, and both concept maps and creative exercises) were compared through concept inventory pre and post-test questions. The results of an ANCOVA indicated that participation in the experimental groups did not significantly impact conceptual learning gains, as measured by the concept inventory post-test scores. However, focus group interviews indicated students from the experimental group that used both concept maps and creative exercises were able to provide more sophisticated scientific explanations for conceptual questions related to the topics of chemical equilibrium and acid-base chemistry. Implications of these research results, best practices for implementation of the two assessments, and future research are discussed.

This study developed and implemented a learner-centered assessment named Creative Exercises (CEs) in introductory chemistry courses at a four-year university and a two-year community college. CEs were developed and implemented as an intervention for treatment groups. The control groups only used traditional assessments such as multiple-choice and short-answer questions. A mixed-methods approach was employed for evaluating the effectiveness of CEs in improving student learning and performance. First, quantitative data included student exam scores, DFW rates, and percentages of letter grades were analyzed and compared between treatment and control groups. Second, student responses to CEs were coded as chemistry concepts and then organized into chemistry topics. A series of visual maps were plotted to show students' linking of chemistry topics and progress made throughout the semester. Lastly, student perceptions of the use of CEs were investigated "via" a free-response survey. Quantitative results showed that CEs improved students' academic performance and retention in introductory chemistry courses at both college settings. The implementation at the two settings indicated that the frequency and quality of the use of CEs might impact the effectiveness. The results from qualitative data analyses converged with the positive effects of CEs. Students were able to connect prior and newly-learned topics in response to CEs and made progress on linking more topics over time. Open coding of the free-response survey data identified four themes explaining why the use of CEs helped students: knowledge integration, conceptual understanding, flexibility, and more effective study habits. Best practices for implementation of learner-centered assessments learned in this study and future directions for research are discussed.