Using Demonstration Assessments to Improve Learning

• Linda L. Ramsey ^[1] ; Jeffrey Walczyk ^[1] ; William C. Deese ^[1] ; Danny Eddy ^[1]
  1. [1] Louisiana Tech University

     Louisiana Tech University

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 77, Nº 11 (November), 2000, págs. 1511-1511
• Idioma: inglés
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• Resumen

  • In demonstration assessments students view a short demonstration, record their observations, and write an explanation of what they observed. Rubrics, or formalized assessment scales, are applied to score student responses and promote class discussion. The purpose of this study was to determine if demonstration assessments promote critical thinking and deeper conceptual understanding of important principles of chemistry. Two introductory chemistry classes were compared, one in which demonstration assessments were utilized, the other serving as a control. As predicted, demonstration assessments enhanced conceptual understanding as measured by a 21-item Chemistry Conceptual Assessment instrument. We believe that demonstration assessments followed by class discussion of the grading rubrics improve learning by focusing student attention on information to be learned, encouraging deep elaboration of concepts in the students' own words, and promoting student awareness of their own thinking process. Demonstration assessments also provide opportunities to make connections between the macroscopic, molecular, and symbolic worlds of chemistry.