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1.4 CHEMICAL SCIENCES, *pedagogy
It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical ‘know-how’ . This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback in a first year organic chemistry module to specifically target the problem areas aforementioned.
Ryan, B., & Dunne, J. (2011). Integrating Formative Feedback Into Individual and Group Assessments in a First Year Organic Chemistry Module. 3rd. Annual International Conference on Education and New Learning Technologies, Barcelona, Spain. doi:10.21427/60ka-et58