The Application of Just-In-Time (JIT) Formative Assessment in Organic Chemistry Lecture

Location

Walsh A

Proposal Track

Practice Report

Session Format

Symposium

Abstract

Spelman College, an all-women institution ranked frequently as the #1 Historically Black Colleges and Universities in the country. In this study, we adopted just-in-time (JIT) approaches using Socrative, an online student-response system used as an assessment tool to facilitate immediate feedback response (instructor ↔ student) in Organic Chemistry II Lecture. Students retrieved the JIT questions using smartphones and the real-time results is accessed instantly. The goal of this project is to investigate the effectiveness of receiving immediate feedback through technology-assisted learning. We hypothesize that JIT assessment enhances mutual understanding of course objectives. The instructor used the results from the immediate feedback to address concept-check assessments as well as addressing obstacles student reported during the quiz administration. The JIT assessment was important in determining students needs of charts/tables to improve analytical skills in solving organic chemistry problems. In some cases concept-check assessment was administered with the provision of supplemental chart requested by students. Student scores on these Socrative JIT quizzes were used to demonstrate the effect of instructor-student mutual communication. Paired-t test showed a significant difference between the pre- and post-quizzes that were administered with addition of supplemental chart. In summary, JIT assessments helped instructor to decipher where students struggle immediately, which is effective in improving learning outcome.

Keywords

Just-in-time teaching, formative assessment, technology-assisted assessment, organic chemistry

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Oct 6th, 10:30 AM Oct 6th, 12:15 PM

The Application of Just-In-Time (JIT) Formative Assessment in Organic Chemistry Lecture

Walsh A

Spelman College, an all-women institution ranked frequently as the #1 Historically Black Colleges and Universities in the country. In this study, we adopted just-in-time (JIT) approaches using Socrative, an online student-response system used as an assessment tool to facilitate immediate feedback response (instructor ↔ student) in Organic Chemistry II Lecture. Students retrieved the JIT questions using smartphones and the real-time results is accessed instantly. The goal of this project is to investigate the effectiveness of receiving immediate feedback through technology-assisted learning. We hypothesize that JIT assessment enhances mutual understanding of course objectives. The instructor used the results from the immediate feedback to address concept-check assessments as well as addressing obstacles student reported during the quiz administration. The JIT assessment was important in determining students needs of charts/tables to improve analytical skills in solving organic chemistry problems. In some cases concept-check assessment was administered with the provision of supplemental chart requested by students. Student scores on these Socrative JIT quizzes were used to demonstrate the effect of instructor-student mutual communication. Paired-t test showed a significant difference between the pre- and post-quizzes that were administered with addition of supplemental chart. In summary, JIT assessments helped instructor to decipher where students struggle immediately, which is effective in improving learning outcome.