Examination of Student Understanding in an Acid-Base Titration Lab

This study uses two different approaches to examining student outcomes and understanding in the context of aspects of acid-base chemistry. It introduces the use of evidence centered assessment design as a design framework of a multi-dimensional acid-base titration laboratory and as an analysis tool of student performances in a lab setting and in student interviews about the lab. The interview data was also examined to characterize student knowledge about the content of weak acid or base dissociation and the underlying core idea of equilibrium was explored by knowledge analysis.