I always enjoy any activity that involves authentic laboratory work, so when it came time for the solutions unit in Chemistry I, I decided to allow students a choice for their end of unit assessment.  Either assessment was worth the same number of points, but there would be an option of either completing a traditional paper and pencil test, or performing a lab practical exam that involved making actual solutions.  A rubric was constructed to grade the outcome of the practical: Solution Lab Practical Rubric as well as a modified testing instrument: Solutions Practical Exam

Students practiced calculations involving molarity, molality and dilutions before performing a lab that involved these calculations and that required them to actually make specified solutions using appropriate glassware.  From there, students decided which version of the exam they would take, and they signed up for a time slot to perform the practical.  Only 22% (14/65) students decided to take the practical version of the exam

Differentiating takes twice as long to front load, but is always worth it in the end and makes for some of my favorite days in the classroom as I feel like I am able to better reach more of my students. I like allowing for student choice in all things, and summative assessments shouldn’t be any different.  The most challenging part was finding time for the students to take the practical version of the exam, and some had to come before and after school because of time constraints.

InTASC 6 and HLP 10 are both assessment driven standards that best align to the use of this instrument.  I enjoy the challenge of writing a rubric, and also like their ease of use when it comes time to apply them.