Evaluative Judgement -- A Practitioner's Case in Chemistry Research Projects

Autor/inn/en	Bertram, Anna; Tomas, Carmen
Titel	Evaluative Judgement -- A Practitioner's Case in Chemistry Research Projects
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 1, S.312-326 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bertram, Anna) ORCID (Tomas, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00213b
Schlagwörter	Evaluative Thinking; Chemistry; College Science; Undergraduate Students; Science Laboratories; Scientific Research; Student Research; Research Projects; Summative Evaluation + Suchen Sie Ihr Suchwort? Chemie; Studentenforschung; Forschungsvorhaben
Abstract	Engaging students actively in assessment, using a range of formative activities, consistently over sustained periods is a common recommendation in the assessment for learning literature. Despite this, practice still lags behind. Our case study aims to bridge the widening gap between theory and practice by illustrating the application of recent theoretical concepts in practice. The literature contains many examples and research on isolated events to engage students in assessment. Cases that explore engagement in different formative practices, over extended periods of time, are scarce and challenging for practitioners to implement in the absence of examples and evidence. Consequently, whilst adoption of theory informed practices remains limited, research also remains limited. Our case study aims to bridge the widening gap between practice and theory by elaborating a case example for practitioners. The redesign of a third year laboratory module, in which students undertake research projects, is presented. Our case illustrates how practitioners can incorporate assessment for learning principles, outlined in contemporary frameworks (evaluative judgement) considering process and a learning sequence over an entire year. The learning design of a module, before and after, is fully described to exemplify how practitioners can implement theoretical principles in practice. Students' perception of the value of the new tasks were gathered to inform reflections for practitioners in the implementation of evaluative judgement. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01