JCE 2007 (84) 1150 [Jul] Effective Use of Demonstration Assessments in the Classroom Relative to Laboratory Topics


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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

July 2007
Vol. 84 No. 7
p. 1150

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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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More Information

Citation	Pierce, David T.; Pierce, Thomas W. J. Chem. Educ. 2007, 84, 1150.
Keywords	Chemical Education Research; Demonstrations; First-Year Undergraduate / General; Learning Theories; Student-Centered Learning; Testing / Assessment
History	Created: Last Updated:	5/29/2007 6/7/2007

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