Enhancing the secondary-tertiary transition in chemistry through formative assessment and self-regulated learning environments
Lawrie, Gwen, Bailey, Chantal, Micallef, Aaron S., Wright, Anthony R., Dargaville, Tim R., Schultz, Madeleine, Tasker, Roy, Williams, Mark, Bedford, Simon, & O'Brien, Glennys (2014) Enhancing the secondary-tertiary transition in chemistry through formative assessment and self-regulated learning environments. Office for Learning and Teaching, Australia.
It is desirable to enhance student learning trajectories between their secondary and tertiary studies while simultaneously encouraging them to take responsibility for their learning early in their tertiary studies. Their preparedness for tertiary studies in their discipline can be measured using diagnostic tests and this enables standards-based benchmarking as students progress through their tertiary program. Concept inventories have been used extensively for this purpose. A more desirable goal, however, is to use the outcomes of diagnostic testing to provide students with opportunities to improve their learning through formative feedback and self-regulated learning activities. We aim to design and implement modular, formative learning objects, informed by the outcomes of concept inventories, to target key missing and mis-conceptions possessed by incoming students. Students will be able to challenge and adjust their existing conceptions by engaging in these discrete active learning modules (hosted by existing technologies) which will be administered either in class or online in large chemistry classes.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Keywords:||Active-learning, Concept inventory, Conceptual gains, First-year experience, Formative feedback, Large classes, Self-regulation, Technology-enhanced|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
|Divisions:||Current > Schools > School of Chemistry, Physics & Mechanical Engineering|
|Copyright Owner:||Copyright 2014 Office for Learning and Teaching|
|Copyright Statement:||With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under Creative Commons Attribution
-ShareAlike 4.0 International License http://creativecommons.org/licenses/by
The details of the relevant licence conditions are available on the Creative Commons
website (accessible using the links provided) as is the full legal code for the Creative
|Deposited On:||05 Oct 2016 05:16|
|Last Modified:||06 Oct 2016 00:10|
Repository Staff Only: item control page