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Effectiveness of a Daily Class Progress Assessment Technique in Introductory Chemistry

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Brian J. Rogerson

Chemistry Program, Natural Sciences and Mathematics, The Richard Stockton College of New Jersey, Pomona, NJ 08240-0195

J. Chem. Educ., 2003, 80 (2), p 160

DOI: 10.1021/ed080p160

Publication Date (Web): February 1, 2003

Abstract

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 answers were not graded but were always discussed at the beginning of the following class. The intent was to continuously survey all students for their understanding of basic ideas and to correct misconceptions. Student performance during five semesters was examined. The assessment technique was used during two of the semesters. Use of this assessment technique resulted in a significant drop in freshman withdrawal frequencies from 26.7% to 6.7% (p < .005). When failure and withdrawal frequencies were combined a decrease from 34.4% to 16.7% was observed (p < .05). These results suggest that the assessment technique improved freshman performance. Contrary to what at first might be believed, the assessment technique is simple and quick. It allowed the immediate identification of difficulties and thus, corrective measures, before students were formally tested. Surveys revealed that students believed the assessments helped them gauge their progress in understanding the material and suggested that such daily feedback should be more widely used.