Jie Ying, Jiahao Qiu, Yougen Wu, Leihong Zhao and Yihui Bai*,
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引用次数: 0
Abstract
In this study, a new competency assessment system was developed for the blended learning course “Organic Chemistry Laboratory”. The system utilized a mastery transcript evaluation model and incorporated the Structure of Observed Learning Outcomes (SOLO) taxonomy and Primary Trait Analysis (PTA) scale method. With this system, students can clearly understand the proficiency level that they need to reach both online and in class to achieve their desired course grades. The impact of the assessment method was analyzed by examining 20 sophomore students from a university. The findings highlighted that this new competency-based rubric offers several advantages, such as providing a more comprehensive assessment of students’ abilities, encouraging the development of their enthusiasm for independent learning, and improving their concentration during experiments. All of these benefits contribute to developing their overall competency skills.
期刊介绍：
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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