Prioritizing the Development of Experimental Skills and Scientific Reasoning: A Model for Authentic Evaluation of Laboratory Performance in Large Organic Chemistry Classes
Prioritizing the Development of Experimental Skills and Scientific Reasoning: A Model for Authentic Evaluation of Laboratory Performance in Large Organic Chemistry Classes
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优先发展实验技能和科学推理：大型有机化学课堂实验室表现的真实评估模型
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Siphamandla Sithebe
中科院分区：
文献类型：
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作者：
Clinton G. L. Veale;V. Jeena;Siphamandla Sithebe
化学实践技能被认为是本科化学学位的重要成果。为了实现这一目标，化学课程在教学实验室中指定了大量的小时。然而，这些课程的总结性评估的一般方法是通过书面的实验室报告，而不是通过学生表现出的实际技能，从而限制了我们识别学生假定技能集缺陷的能力。这对雇主和毕业生对化学学位价值的看法产生了深远的影响。在这里，我们报告了一个基于规则的评估方法，在该方法中，我们根据在实验室中进行的观察对实习进行评分。积极的评估使我们能够与每一位学生互动，并为技能改进提供即时反馈和指导。
Practical skills in chemistry are considered an essential outcome of an undergraduate chemistry degree. To achieve this, chemistry curricula are designated a substantial number of hours in teaching laboratories. However, the general method of a summative assessment of these sessions is through a written laboratory report and not through the actual skills displayed by the students, thereby limiting our ability to identify the deficiencies in a student’s putative skill set. This has downfield implications on the perceptions of the value of a chemistry degree, both from employers and graduates. Here, we report a rubric-based method of assessment in which we grade practicals based on observations made in the laboratory. The active assessment allowed us to engage with every student and to offer immediate feedback and guidance for skill improvement.