Reworking Exams To Teach Chemistry Content and Reinforce Student Learning

John M. Risley
Department of Chemistry, The University of North Carolina at Charlotte, Charlotte, NC 28223
J. Chem. Educ., 2007, 84 (9), p 1445
DOI: 10.1021/ed084p1445
Publication Date (Web): September 1, 2007

Abstract

One meaningful approach to demonstrate to students the value of reworking exams is to offer an incentive to do so. This paper describes the strategy and effects of offering partial credit to students who rework answers originally answered incorrectly on an exam. This has proved largely successful for the last 10 years in several classes at the collegiate level. In the grading scheme used, the average percentage of the regrade on the final course grade is approximately 2–3%. While the regrade makes little difference in the final course grade for the majority of students, students are very appreciative of the opportunity afforded them, and this often changes their perspective of the class and the morale to a more positive attitude. Teachers in high school and in other disciplines may benefit from this approach.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Interdisciplinary / Multidisciplinary

Keywords (Pedagogy):

Student-Centered Learning

Keywords (Subject):

Administrative Issues
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  • Received: August 03, 2009

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