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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > July  >
In the Classroom
Effective Use of Demonstration Assessments in the Classroom Relative to Laboratory Topics
David T. Pierce
Department of Chemistry, University of North Dakota, Grand Forks, ND 58202-9024

Thomas W. Pierce
Department of Psychology, Radford University, Radford, VA 24142-6946

Cover
July 2007
Vol. 84 No. 7
p. 1150
Abstract
Demonstration assessment is an effective pedagogical tool for improving the learning of concepts in introductory chemistry classes. However, in apparent contrast to the learning cycle paradigm, a differential analysis of test-question responses showed that students' improvements were not as evident when the concepts introduced in lecture-based demonstration assessments were later reinforced in an accompanying laboratory. These findings should help instructors to more effectively target this beneficial yet demanding form of classroom assessment.
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Discussion rubrics and example exam questions are available.
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Contents
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Citation
Pierce, David T.; Pierce, Thomas W. J. Chem. Educ. 2007, 84, 1150.
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Keywords
Chemical Education Research; Demonstrations; First-Year Undergraduate / General; Learning Theories; Student-Centered Learning; Testing / Assessment
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History
Created:
Last Updated:
5/29/2007
6/7/2007
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