Issue 4, 2014

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

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.

Supplementary files

Article information

Article type
Paper
Submitted
07 Apr 2014
Accepted
26 Apr 2014
First published
28 Apr 2014

Chem. Educ. Res. Pract., 2014,15, 568-575

Author version available

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

F. J. Scott, Chem. Educ. Res. Pract., 2014, 15, 568 DOI: 10.1039/C4RP00078A

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