This item is available under a Creative Commons License for non-commercial use only
1.4 CHEMICAL SCIENCES, *pedagogy
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’ . 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.
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