DOI: 10.12688/f1000research.182947.1 ISSN: 2046-1402

Systematic Review of Assessment in General Chemistry: Trends, Digital Innovations, and Integration of Theory-Laboratory Course

Oktariani Oktariani, Nahadi Nahadi, Heli Siti Halimatul Munawaroh, Lilit Rusyati, Andhika Baruri, Mellyzar Mellyzar, Desi Ariyanti Nabuasa, Almubarak Almubarak
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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 the reviewed studies. The review also identified the growing implementation of technology-based assessment innovations, including digital question banks, machine learning-assisted assessment systems, and interactive assessment platforms. These technologies are increasingly used to enhance assessment effectiveness, accessibility, and student engagement. Conclusion This review highlights the need for more balanced and integrated assessment approaches that combine theoretical and laboratory learning in general chemistry education. Future studies should further explore comprehensive assessment models that incorporate both formative and summative dimensions supported by technological innovations. The findings of this study provide evidence-based insights for educators, researchers, and policy makers in designing more innovative, relevant, and inclusive assessment practices to improve learning outcomes in general chemistry education.

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