INTERGRATING FORMATIVE FEEDBACK INTO INDIVIDUAL AND GROUP ASSESSMENTS IN A FIRST YEAR ORGANIC CHEMISTRY MODULE

Ryan, B. J. and Dunne, J. (2011) INTERGRATING FORMATIVE FEEDBACK INTO INDIVIDUAL AND GROUP ASSESSMENTS IN A FIRST YEAR ORGANIC CHEMISTRY MODULE. [Conference Proceedings]

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Abstract

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.

Item Type: Conference Proceedings
Additional Information: Ryan, Barry J. Dunne, Julie; Chova, LG Belenguer, DM Martinez, AL
Depositing User: National Forum
Date Deposited: 06 Dec 2015 17:07
Last Modified: 11 Dec 2015 07:40
URI: http://eprints.teachingandlearning.ie/id/eprint/3635

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