A simulated peer-assessment approach to improving student performance in chemical calculations

Scott, Fraser J. (2014) A simulated peer-assessment approach to improving student performance in chemical calculations. Chemistry Education Research and Practice, 15 (4). pp. 568-575. (https://doi.org/10.1039/C4RP00078A)

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Abstract

This paper describes the utility of using simulated, rather than real, student solutions to problems within a peer-assessment setting and whether this approach can be used as a means of improving performance in chemical calculations. The study involved a small cohort of students, of two levels, who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment approach can be successfully used in lieu of standard peer-assessment and that student attitudes favour the simulated approach.

ORCID iDs

Scott, Fraser J. ORCID logoORCID: https://orcid.org/0000-0003-0229-3698;
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