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Evaluation Tools To Guide Students' Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom

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Thomas J. Wenzel

Department of Chemistry, Bates College, Lewiston, ME 04240

J. Chem. Educ., 2007, 84 (1), p 182

DOI: 10.1021/ed084p182

Publication Date (Web): January 1, 2007

Section:

History, Education, and Documentation

Abstract

Many instructors incorporate group learning exercises into classroom and laboratory activities. Formative assessment can be used in these circumstances to identify dysfunctional groups that may need intervention from the instructor and to help individuals and groups improve their performance. Performing a summative assessment can identify the contributions of each individual to the final product of the group. These outcomes can be accomplished through the use of a peer- and self-assessment exercise that can be combined with instructor observations. Sample criteria for the assessment of group activities in the classroom and laboratory are described.

Keywords (Audience):

Elementary / Middle School Science

Keywords (Domain):

Chemical Education Research

Keywords (Pedagogy):

Collaborative / Cooperative Learning

Keywords (Subject):

Administrative Issues

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

Collaborative and Project-Based Learning in Analytical Chemistry
Thomas J. Wenzel
2007 970 (), 54-68
- Collaborative and Project-Based Learning in Analytical Chemistry
  Thomas J. Wenzel
  2007 970 (), 54-68
  Collaborative and project-based learning are used to enhance the learning outcomes of undergraduate analytical chemistry courses. The learning outcomes that can be realized through the use of these methods are described. The advantages of these methods in ...
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