A Case Study of Summative Assessment Methods and Feedback in Chemistry

Soler, L. (2012) A Case Study of Summative Assessment Methods and Feedback in Chemistry. 5th Annual University of Glasgow Learning and Teaching Conference: Empowering Student Learners in Higher Education, Glasgow, Scotland, 17th Apr 2012.

Abstract

A case study was carried out over three years in which three different methods for delivering Class Tests in 2nd Year Chemistry were developed and critically compared. Throughout the year, Chemistry 2 students have to sit multiple Class Tests, which contribute 15% of their final assessment. These class tests are delivered to 200-300 students, which cause a great burden on staff to administer, deliver and mark. The traditional paper-based exam format was modified into an electronic Moodle based test and also into a test using Intelligent Character Recognition (ICR) based software. Over four years, the methods have been critically compared in this case study by assessing: • Average class exam results between the three methods; • Impact on final examination results; • Improved learning experience for the students; • Ease and speed of formative feedback to the students; • Teaching efficiency for staff; and • Overall student satisfaction. The methodology used to explore these issues includes the quantitative comparison of results, analysis of feedback questionnaires and the use of focus groups to assess best practice. The general merits and disadvantages of each method will be compared and conclusions for future practice in Chemistry will be developed. Further innovations and plans for future developments will also be discussed.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Soler, Dr Linnea
• Authors: Soler, L.
• College/School: College of Science and Engineering > School of Chemistry
• Copyright Holders: Copyright © 2012 The Author
• Publisher Policy: Reproduced with the permission of the Author

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