Using Assessment for Inclusion Principles to Inform the Design and Implementation of a Practical Skills Assessment for Undergraduate Chemists

When designing a new practical assessment for second-year undergraduate Chemistry students to reduce the assessment burden for academics and provide a more direct examination of students’ practical skills, we saw an opportunity to build inclusivity into the assessment following Assessment for Inclusion (AfI) principles. Herein, we report on the design, development, and implementation of a station-based practical assessment examining synthesis glassware assembly, weighing and measuring skills, spectroscopy, chemical calculations, and information retrieval. We provide details on how the assessment incorporates AfI principles to extend inclusivity to all students while still allowing for pre-existing assessment accommodations. Results, observations, and feedback from three years of delivering the assessment have allowed us to conclude that overall assessment burden was indeed reduced, that most students have developed competency in a range of fundamental laboratory skills at the end of their second year of study, and that incorporating AfI principles can have some clear benefits for all students.