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WebMark—A Fully Automated Method of Submission, Assessment, Grading, and Commentary for Laboratory Practical Scripts
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Abstract
The traditional (manual) method of checking and grading student laboratory practical scripts is time consuming and therefore can cause long script turnaround times; it is labor intensive, especially for nonuniform quantitative data; there is potential for inconsistency, and, for large student groups, a great deal of tedium for the checker. Automation of checking such scripts has the potential to alleviate these disadvantages. This paper describes a strategy adopted by the School of Pharmacy and Biomolecular Sciences, University of Brighton, UK, to automate the submission, assessment, grading, and commentary of laboratory practical scripts. Student evaluation and feedback is also reported. Students enter their results into a Web-based form via the school intranet. Their results are linked to a Filemaker Pro database, which calculates the "right" answers on the basis of the primary data used, compares them with the students' answers, and grades the scripts. The database detects where students have made errors in calculations and calculates the grade, which it sends to students with qualitative feedback. Students receive their grade and feedback by email immediately upon submission of their results, which gives them the opportunity to reflect upon and discuss their results with the instructor while the exercise is still fresh in their mind.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Laboratory InstructionKeywords (Feature):
Computer Bulletin BoardKeywords (Pedagogy):
Computer-Based LearningKeywords (Subject):
Laboratory Computing / InterfacingCiting Articles
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This article has been cited by 3 ACS Journal articles (3 most recent appear below).
Comparing Chemistry Faculty Beliefs about Grading with Grading Practices
Jacinta Mutambuki and Herb FyneweverJournal of Chemical Education2012 Article ASAPComparing Chemistry Faculty Beliefs about Grading with Grading Practices
Jacinta Mutambuki and Herb FyneweverJournal of Chemical Education2012 Article ASAPIn this study, we seek to understand the beliefs that chemistry faculty hold when grading student solutions in problem solving situations. We are particularly interested in examining whether a conflict exists between the chemistry faculty beliefs and the ...
Analysis of Student Performance on Multiple-Choice Questions in General Chemistry
JudithAnn R. Hartman and Shirley LinJournal of Chemical Education2011 Article ASAPAnalysis of Student Performance on Multiple-Choice Questions in General Chemistry
JudithAnn R. Hartman and Shirley LinJournal of Chemical Education2011 Article ASAPThe percentage of students choosing the correct answer (PSCA) on 17 multiple-choice algorithmic questions taken from general chemistry exams is analyzed. PSCAs for these questions varied from 47 to 93%, and a decrease of 4.5% in PSCA was observed with ...
Assessment of a Data-Verification System for the General Chemistry Laboratory
Laura E. Pence and Harry J. WorkmanJournal of Chemical Education2006 83 (4), 668Assessment of a Data-Verification System for the General Chemistry Laboratory
Laura E. Pence and Harry J. WorkmanJournal of Chemical Education2006 83 (4), 668A 1980s assessment of the general chemistry laboratory program at the University of Hartford revealed a tendency for students to leave the laboratory before calculations were completed and before the significance of the data was understood. In response to ...
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- Received: August 03, 2009
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