2009 Conference Archive
Copyright
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Abstract
The two semester sequence in Organic Chemistry is challenging for many students, given the voluminous amount of information to master. However, mastery can be achieved if students develop an understanding of the broad themes and principles that form the “architecture” of the discipline. Since 2006, required assessment activities, both written and oral, have been used to assess whether or not an understanding of this architecture was being developed. Students received individual feedback on all written submissions, thus providing assistance to students when their performance indicated that this essential framework was not being sufficiently developed. Representative data comparing final course grade distribution before and after the use of assessment suggest that the program is effective in promoting student success. Although this project focuses on a specific course, the implementation of a required assessment component in other disciplines could be modeled on the principles to be described.
Location
Concourse
Publication Type and Release Option
Event
Recommended Citation
Thorstenson, Patricia C., "Assessment: A Strategy for Success in Organic Chemistry" (2009). SoTL Commons Conference. 69.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/69
Assessment: A Strategy for Success in Organic Chemistry
Concourse
The two semester sequence in Organic Chemistry is challenging for many students, given the voluminous amount of information to master. However, mastery can be achieved if students develop an understanding of the broad themes and principles that form the “architecture” of the discipline. Since 2006, required assessment activities, both written and oral, have been used to assess whether or not an understanding of this architecture was being developed. Students received individual feedback on all written submissions, thus providing assistance to students when their performance indicated that this essential framework was not being sufficiently developed. Representative data comparing final course grade distribution before and after the use of assessment suggest that the program is effective in promoting student success. Although this project focuses on a specific course, the implementation of a required assessment component in other disciplines could be modeled on the principles to be described.
