Using formative feedback to identify and support first year chemistry students with missing or misconceptions. A Practice Report

Lawrie, Gwen, Wright, Tony, Schultz, Madeleine, Dargaville, Tim, O'Brien, Glennys, Bedford, Simon, Williams, Mark, Tasker, Roy, Dickson, Hayden, & Thompson, Christopher (2013) Using formative feedback to identify and support first year chemistry students with missing or misconceptions. A Practice Report. The International Journal of the First Year in Higher Education, 4(2), pp. 111-116.

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Students entering tertiary studies possess a diverse range of prior experiences in their academic preparation for tertiary chemistry so academics need tools to enable them to respond to issues in diversity in conceptual models possessed by entering students. Concept inventories can be used to provide formative feedback to help students identify concepts that they need to address to improve construction of subsequent understanding enabling their learning. Modular, formative learning activities that can be administered inside or outside of class in first year chemistry courses have been developed. These activities address key missing and mis-conceptions possessed by incoming student. Engagement in these learning activities by students and academics will help shift the culture of diagnostic and formative assessment within the tertiary context and address issues around the secondary/tertiary transition. This diagnostic/intervention framework is currently being trialed across five Australian tertiary institutions encompassing a large heterogeneous sample of students.

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ID Code: 61706
Item Type: Journal Article
Refereed: Yes
Keywords: HERN
ISSN: 1838-2959
Subjects: Australian and New Zealand Standard Research Classification > CHEMICAL SCIENCE (030000) > OTHER CHEMICAL SCIENCES (039900) > Chemical Sciences not elsewhere classified (039999)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Divisions: Current > Schools > School of Chemistry, Physics & Mechanical Engineering
Current > Institutes > Institute of Health and Biomedical Innovation
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2013 The authors
Copyright Statement: Copyright of practice reports is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
Deposited On: 06 Aug 2013 22:42
Last Modified: 24 Feb 2015 06:03

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