  Assessing student learning is a cornerstone of educational practice.
Standardized assessments have played a significant role in the development of
instruction, curricula, and educational spaces in college physics. However, the
use of these assessments to evaluate student learning is only productive if
they continue to align with our learning goals. Recently, there have been calls
to elevate the process of science ("scientific practices") to the same level of
importance and emphasis as the concepts of physics ("core ideas" and
"crosscutting concepts"). We use the recently developed 3D-LAP to investigate
how well the most commonly used standardized assessments in introductory
physics (i.e. concept inventories) align with this modern understanding of
physics education's learning goals. We find that many of the questions on
concept inventories do elicit evidence of student understanding of core ideas,
but do not have the potential to elicit evidence of scientific practices or
crosscutting concepts. Furthermore, we find that the individual scientific
practices and crosscutting concepts that are assessed using these tools are
limited to a select few. We discuss the implications that these findings have
on designing and testing curricula and instruction both in the past and for the
future.
