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Integrating Formative Feedback into Individual and Group Assessments in a First Year Organic Chemistry Module
Ryan, Barry; Dunne, Julie
<p>It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical ‘know-how’ [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback in a first year organic chemistry module to specifically target the problem areas aforementioned.</p>
Keyword(s): education; feeback; organic chemistry; third level; modules; 1.4 CHEMICAL SCIENCES, *pedagogy; Chemistry; Educational Assessment, Evaluation, and Research
Publication Date:
Type: Conference item
Peer-Reviewed: Yes
Institution: Dublin Institute of Technology
Citation(s): Ryan, B., Dunne, J.: Integrating Formative Feedback Into Individual and Group Assessments in a First Year Organic Chemistry Module. Proceedings of Edulear: 3rd. Annual International Conference on Education and New Learning Technologies, pp.4507-4515. Barcelona, Spain. 2011. ISBN: 9788461504411
Publisher(s): Dublin Institute of Technology
File Format(s): application/pdf
First Indexed: 2011-11-17 05:52:26 Last Updated: 2017-04-26 08:02:05