Document Type
Article
Publication Date
10-31-2016
Publication Title
Journal of Chemical Education
Abstract
Numerous options exist to assess student performance using standardized, multiple-choice exams at the course and department levels. This paper describes the development and implementation of an alternative department-level assessment for graduating chemistry majors. The assessment detailed here evaluates students’ ability to transfer chemical knowledge from their classes to a real life application, namely the review of a scientific paper. Working in groups of three with full access to reference materials, students review a paper intentionally doctored by the faculty to contain a variety of errors. Student groups identify and correct mistakes in a paper with content spanning numerous chemistry subdisciplines. To motivate student effort, a prize is awarded to the group submitting the most thorough review. The data collected from the “pHunger Games” will inform curricular reform and innovation throughout the department.
Keywords
General Public, Interdisciplinary/Multidisciplinary, Curriculum, Testing/Assessment, Student-Centered Learning, Applications of Chemistry
Volume
93
Issue
12
First Page
2058
Last Page
2062
DOI
0.1021/acs.jchemed.6b00179
Rights
“This document is the Accepted Manuscript version of a Published Work that appeared in final form in Journal of Chemical Education, copyright © American Chemical Society after peer review and technical editing by the publisher. To access the final edited and published work, see http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00179
Recommended Citation
Gorin, David J.; Jamieson, Elizabeth R.; Queeny, Kate; Shea, Kevin M.; and Read Spray, Carrie G., "The “pHunger Games”: Manuscript Review to Assess Graduating Chemistry Majors" (2016). Chemistry: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/chm_facpubs/5
Comments
Peer reviewed accepted manuscript.