Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors' General Chemistry Survey Course

Autor/inn/en	Boesdorfer, Sarah B.; Baldwin, Emilee; Lieberum, Kyle A.
Titel	Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors' General Chemistry Survey Course
Quelle	In: Journal of Chemical Education, 95 (2018) 8, S.1291-1300 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boesdorfer, Sarah B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00251
Schlagwörter	Grading; Standards; Science Instruction; Nonmajors; Chemistry; Large Group Instruction; Metacognition; Teaching Methods; Course Objectives; Science Tests; Science Achievement; Student Attitudes; Undergraduate Students; Course Descriptions; Scores + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Standard; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Kursstrukturplan
Abstract	Many students associate grades with the completion of course work rather than learning the course content. While research has heavily focused on teaching strategies and instructional tools to improve students' learning in general chemistry, less focus has been given to assessments as a learning tool to improve students learning. Standards-based grading (SBG) is a nontraditional assessment method that explicitly connects the learning course objectives with assessments and student grades. Provided with more than one opportunity to demonstrate their knowledge of course objectives, students are evaluated on their level of achievement of these objectives. This article describes the implementation, outcomes, and challenges of SBG in a large enrollment nonmajors' general chemistry course. Evidence is presented regarding the use of SBG in chemistry from the evaluation of two semesters of students' assessment scores and a student opinion survey. Students appeared to use the structure of the SBG to pass the course at higher rates than previous semesters, demonstrated some metacognitive skills, and generally appreciated SBG as the assessment method in the course. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01