A Simulated Peer-Assessment Approach to Improving Student Performance in Chemical Calculations

Autor/in	Scott, Fraser J.
Titel	A Simulated Peer-Assessment Approach to Improving Student Performance in Chemical Calculations
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 4, S.568-575 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00078A
Schlagwörter	Science Instruction; Chemistry; Simulation; Peer Evaluation; Computation; Science Process Skills; Student Attitudes; Problem Solving; Mathematics Skills; High School Students; Foreign Countries; Mixed Methods Research; Science Activities; Pretests Posttests; Scores; Questionnaires; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Simulation program; Simulationsprogramm; Schülerverhalten; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Fragebogen
Abstract	This paper describes the utility of using simulated, rather than real, student solutions to problems within a peer-assessment setting and whether this approach can be used as a means of improving performance in chemical calculations. The study involved a small cohort of students, of two levels, who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment approach can be successfully used in lieu of standard peer-assessment and that student attitudes favour the simulated approach. (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	2020/1/01