Journal of Chemical Education
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.
General Public, Interdisciplinary/Multidisciplinary, Curriculum, Testing/Assessment, Student-Centered Learning, Applications of Chemistry
“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
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.