From Procedure to Problem Solving: A Competency-Based Framework for Assessing Undergraduate Organic Chemistry Laboratory Skills

Written examinations alone cannot directly assess many of the practical skills required for success in an undergraduate organic chemistry laboratory. This proof-of-concept pilot study evaluated the feasibility of implementing a competency-based, two-part comprehensive final examination consisting of practical and written components designed according to a framework of ten laboratory technique categories including separation and purification, reaction techniques, characterization, data analysis, safety, and critical thinking. The framework was implemented in a comprehensive final examination incorporating direct assessment of experimental technique alongside written assessment of conceptual understanding, data interpretation, safety knowledge, and experimental problem-solving. Examination performance was examined across the practical and written components and the ten competency categories to explore how the framework could characterize different aspects of laboratory learning. The implementation demonstrates how a competency-based framework can provide a systematic approach for organizing laboratory assessments, aligning assessment with course learning objectives, and identifying areas for potential instructional improvement. The framework is intended as a practical model instructors can adapt when designing comprehensive assessments for undergraduate organic chemistry laboratories.