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The Significance of Accurate Student Self-Assessment in Understanding of Chemical Concepts

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Susan D. Wiediger and John S. Hutchinson

Department of Chemistry, Rice University, Houston, TX 77251-1892

J. Chem. Educ., 2002, 79 (1), p 120

DOI: 10.1021/ed079p120

Publication Date (Web): January 1, 2002

Abstract

Comparisons of free-response and multiple-choice answers reveal different aspects of a student's understanding of complex material. In this study, we developed a series of three-stage Web-based questions for use as pre-instruction assessments of student knowledge of general chemistry. In addition to a free-response and a multiple-choice component, a third component reveals the students' self-assessment skills, providing insight into the "chemistry language" students must know. The results strongly suggest the need for teaching approaches that develop students' ability to critically self-assess their own knowledge and understanding.

Keywords (Audience):

General Public

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Subject):

Learning Theories

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

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Journal of Chemical Education2003 80 (2), 160
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  To improve student learning in an introductory chemistry course, a daily class progress assessment was developed. At the end of every class period students answered, in writing, brief questions about material that had just been discussed in class. Student ...
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