Evaluative judgement – a practitioner's case in chemistry research projects

Author:

Bertram Anna1ORCID,Tomas Carmen2ORCID

Affiliation:

1. School of Chemistry, University of Nottingham, University Park, Nottingham, UK

2. Honorary Assistant Professor, School of Education, University of Nottingham, Nottingham, UK

Abstract

Engaging students actively in assessment, using a range of formative activities, consistently over sustained periods is a common recommendation in the assessment for learning literature. Despite this, practice still lags behind. Our case study aims to bridge the widening gap between theory and practice by illustrating the application of recent theoretical concepts in practice. The literature contains many examples and research on isolated events to engage students in assessment. Cases that explore engagement in different formative practices, over extended periods of time, are scarce and challenging for practitioners to implement in the absence of examples and evidence. Consequently, whilst adoption of theory informed practices remains limited, research also remains limited. Our case study aims to bridge the widening gap between practice and theory by elaborating a case example for practitioners. The redesign of a third year laboratory module, in which students undertake research projects, is presented. Our case illustrates how practitioners can incorporate assessment for learning principles, outlined in contemporary frameworks (evaluative judgement) considering process and a learning sequence over an entire year. The learning design of a module, before and after, is fully described to exemplify how practitioners can implement theoretical principles in practice. Students’ perception of the value of the new tasks were gathered to inform reflections for practitioners in the implementation of evaluative judgement.

Publisher

Royal Society of Chemistry (RSC)

Subject

Education,Chemistry (miscellaneous)

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. 10 Guiding principles for learning in the laboratory;Chemistry Education Research and Practice;2024

2. Feedback Literacy: a catalyst for lifelong learning from a chemistry education perspective;Chemistry Education Research and Practice;2023

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