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Many calls to improve science education in college and university settingshave focused on improving instructor pedagogy. Meanwhile, science education atthe K-12 level is undergoing significant changes as a result of the emphasis onscientific and engineering practices, crosscutting concepts, and disciplinarycore ideas. This framework of "three-dimensional learning" is based on theliterature about how people learn science and how we can help students puttheir knowledge to use. Recently, similar changes are underway in highereducation by incorporating three-dimensional learning into college sciencecourses. As these transformations move forward, it will become important toassess three-dimensional learning both to align assessments with the learningenvironment, and to assess the extent of the transformations. In this paper weintroduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which isdesigned to characterize and support the development of assessment tasks inbiology, chemistry, and physics that align with transformation efforts. Wedescribe the development process used by our interdisciplinary team, discussthe validity and reliability of the protocol, and provide evidence that theprotocol can distinguish between assessments that have the potential to elicitevidence of three-dimensional learning and those that do not.

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol