In chemistry curricula, both the role of the laboratory program and the method of assessment used are subject to scrutiny and debate. The ability to identify clearly defined competencies for the chemistry laboratory program is crucial, given the numerous other disciplines that rely on foundation-level chemistry knowledge and practical skills. In this report, we describe the design, implementation, results, and feedback obtained on a competency-based assessment model recently introduced into the first-year laboratory program at an Australian university. Previously, this laboratory program was assessed via a quantitative, criterion-referenced assessment model. At the core of this new model was a set of competency criteria relating to skills-acquisition, chemical knowledge and application of principles, safety in the laboratory, as well as professionalism and teamwork. By design, these criteria were aligned with the learning outcomes of the course and the degree itself, as well as local accrediting bodies. Qualitative and quantitative feedback from students (and staff) obtained before and after the implementation of this new model suggested this approach provided an enhanced learning experience enabling a greater focus on the acquisition of fundamental laboratory skills and techniques.

中文翻译：

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调查基于能力的定性实验室评估模型在大学一年级化学课程中的可行性†

在化学课程中，实验室计划的作用和所使用的评估方法均需经过仔细审查和辩论。鉴于众多其他学科都依赖基础级的化学知识和实践技能，因此为化学实验室计划确定明确定义的能力的能力至关重要。在本报告中，我们描述了基于能力的评估模型获得的设计，实施，结果和反馈，该评估模型最近被引入澳大利亚大学的一年级实验室计划中。以前，该实验室计划是通过定量的，以标准为参考的评估模型。这个新模型的核心是一套与技能获取，化学知识和原理应用，实验室安全以及专业和团队合作有关的能力标准。通过设计，这些标准与课程，学位本身以及地方认证机构的学习成果保持一致。在实施该新模型之前和之后，从学生（和教职员工）获得的定性和定量反馈表明，这种方法提供了增强的学习体验，使人们可以更加专注于基本实验室技能的掌握。