Systematic Review of Assessment in General Chemistry: Trends, Digital Innovations, and Integration of Theory-Laboratory Course
Abstract
Background: Assessment in general chemistry plays an important role in supporting students' conceptual understanding and laboratory competencies. However, studies that systematically analyze and synthesize research findings related to assessment practices in both theoretical and laboratory-based general chemistry learning remain limited. Previous studies also indicate inconsistencies in the integration of assessment approaches across theoretical and practical learning contexts. Therefore, a comprehensive systematic literature review is needed to identify current trends, gaps, and future directions in general chemistry assessment research.
Methods: This study employed the Systematic Literature Review (SLR) method using the PRISMA approach. Articles were collected from the Scopus database covering publications from 2020 to 2024 (n = 30). The review process included identification, screening, eligibility assessment, and inclusion of relevant studies based on predetermined criteria. The selected articles were analyzed to examine assessment strategies, assessment focus, technological innovations, and research trends in general chemistry education.
Results: The findings revealed several significant trends and gaps in the literature. Research on assessment in general chemistry is still predominantly focused on theoretical learning assessment rather than laboratory assessment or the integration of both domains. In addition, summative assessment practices remain underrepresented in…
How strong is the evidence?
Evidence Hub reads this as a systematic review, done in people. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid. Reported size: 30 participants or records.
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