{"title":"Application of Specifications Grading to an Analytical Chemistry Lab","authors":"Elizabeth B. Cerkez*, ","doi":"10.1021/acs.jchemed.4c0078410.1021/acs.jchemed.4c00784","DOIUrl":null,"url":null,"abstract":"<p >Specifications Grading was implemented in a multisection upper-level analytical chemistry laboratory, the first reported for a full lab course redesign in the discipline or in an upper-level chemistry lab class. The primary goals of the redesign were (1) to assess student proficiency of three separate goals: techniques, data quality, and written communication, with three separate assignments, (2) to encourage growth across the semester, providing students the opportunity to show their improvement, and (3) to implement a clear grading system that emphasized equity across the multisection course. Mark distributions on assignments show an increase in students earning exemplary marks on first attempts as the semester progressed, indicating improvement not only within assignments but also across assignments. Student feedback surveys indicate high satisfaction with the grading scheme, with over 72% of survey respondents indicating they would like the grading scheme applied to other courses. Additionally, survey results demonstrate success in achieving the three goals, with students able to articulate the benefits associated with the priorities of the course structure. A particular focus was on the actionability and timeliness of instructor feedback, a hallmark of specifications grading, which students also highly rated. Teaching Assistant feedback indicated that, despite more time spent on grading, teaching satisfaction was higher compared to other courses. The use of regular student feedback to improve the course design is also discussed.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4268–4275 4268–4275"},"PeriodicalIF":2.5000,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00784","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Specifications Grading was implemented in a multisection upper-level analytical chemistry laboratory, the first reported for a full lab course redesign in the discipline or in an upper-level chemistry lab class. The primary goals of the redesign were (1) to assess student proficiency of three separate goals: techniques, data quality, and written communication, with three separate assignments, (2) to encourage growth across the semester, providing students the opportunity to show their improvement, and (3) to implement a clear grading system that emphasized equity across the multisection course. Mark distributions on assignments show an increase in students earning exemplary marks on first attempts as the semester progressed, indicating improvement not only within assignments but also across assignments. Student feedback surveys indicate high satisfaction with the grading scheme, with over 72% of survey respondents indicating they would like the grading scheme applied to other courses. Additionally, survey results demonstrate success in achieving the three goals, with students able to articulate the benefits associated with the priorities of the course structure. A particular focus was on the actionability and timeliness of instructor feedback, a hallmark of specifications grading, which students also highly rated. Teaching Assistant feedback indicated that, despite more time spent on grading, teaching satisfaction was higher compared to other courses. The use of regular student feedback to improve the course design is also discussed.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.