In this chapter, examples of innovative approaches that use educational technology to support active learning in chemistry lectures, tutorials and laboratory sessions are considered. The scope of th...
All chemistry teachers at second or third level use tests in their teaching. There are two broad uses for tests: Formative – assessment for learning (feedback on student learning) (see http:/...
Peer-assessment is an approach to formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment can be employed unde...
Posters can be used to address a variety of learning and teaching objectives including the development of motivation, content knowledge and generic and professional skills. A poster is a formal and...
The limitations of the traditional unseen examination as an assessment method are now well appreciated. In particular such assessments often fail to validate several important learning outcomes. Ora...
Oral examinations also referred to as viva voce, have been used by universities to evaluate students’ learning for centuries. The exam takes the form of a ‘conversation between master and pupil’. Ho...
A student portfolio is collected as an archive to assess all the work done by students and to keep a constant record. In general it represents a student work collection that exhibits student’s activ...
Summative assessment remains an essential integral part of all formal education. Unfortunately many students over estimate their learning and understanding of material being taught and become aware ...