Effective Use of Demonstration Assessments in the Classroom Relative to Laboratory Topics

David T. Pierce
Department of Chemistry, University of North Dakota, Grand Forks, ND 58202-9024
Thomas W. Pierce
Department of Psychology, Radford University, Radford, VA 24142-6946
J. Chem. Educ., 2007, 84 (7), p 1150
DOI: 10.1021/ed084p1150
Publication Date (Web): July 1, 2007
History, Education, and Documentation

Abstract

Demonstration assessment is an effective pedagogical tool for improving the learning of concepts in introductory chemistry classes. However, in apparent contrast to the learning cycle paradigm, a differential analysis of test-question responses showed that students' improvements were not as evident when the concepts introduced in lecture-based demonstration assessments were later reinforced in an accompanying laboratory. These findings should help instructors to more effectively target this beneficial yet demanding form of classroom assessment.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Pedagogy):

Student-Centered Learning

Keywords (Subject):

Learning Theories
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  • Received: August 03, 2009

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