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| Home > JCE Print > Journal of Chemical Education > Issues >
1999
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January
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Research: Science and Education
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Students' Self-Assessment in Chemistry Examinations Requiring Higher- and Lower-Order Cognitive Skills
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Uri Zoller, Michal Fastow, and Aviva Lubezky
Department of Science Education-Chemistry, Haifa University -Oranim, Kiryat Tivon 36006, Israel
Georgios Tsaparlis
Department of Chemistry, University of Ioannina, GR-451 10 loannina, Greece
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January 1999
Vol. 76 No. 1
p. 112
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| Abstract |
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The development of students' higher-order cognitive skills (HOCS) in the context of both chemistry and the complex interrelationships of science, technology, environment, and society is widely accepted as one of the most important goals of chemical education. Consequently, the translation of this goal into teaching, assessment, and learning strategies is a central issue in chemistry teaching.
Students' self-assessment in chemistry examinations is a HOCS-promoting strategy. We evaluated the differences between students' self-assessment and their professors' assessment on midterm exams in introductory college courses in Israel and Greece, together with the students' appraisal of their capability for self- and peer-assessment. We found that (i) there were small (not significant) and large (significant) differences between students' self-grading and their professors' grading on LOCS and HOCS exam questions, respectively; (ii) studentsŐ estimates of their grades were higher than those of their professors, particularly for HOCS questions; and (iii) students believed that they were capable of self- and peer-assessment and were confident in making these assessments.
Our results suggest that (i) students' self-assessment of LOCS-type exams can be successfully implemented immediately, whereas (ii) implementation of self-assessment for HOCS-type exam questions should be gradual, following appropriate preparation to close the gap between the future HOCS and contemporary dominant LOCS orientations in chemistry teaching and learning.
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| Supplement |
The outline for the students' self-assessment is available as supplementary material and can be accessed as a pdf file using Adobe Acrobat or a Word document. The Word document has been compressed into a sit file (for Macintosh) and a zip file (for Windows).
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| More Information |
Citation |
Zoller, Uri; Fastow, Michal; Lubezky, Aviva; Tsaparlis, Georgios. J. Chem. Educ. 1999 76 112.
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Keywords |
Introductory / High School Chemistry; Chemical Education Research; Teaching/Learning Theory/Practice
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History |
Created:
Last Updated: |
June 15, 1999
November 22, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
1999
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January
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112
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