Developing laboratory skills by incorporating peer-review and digital badges
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Developing laboratory skills by incorporating peer-review and digital badges. / Seery, Michael K.; Agustian, Hendra Y.; Doidge, Euan D.; Kucharski, Maciej M.; O'Connor, Helen M.; Price, Amy.
In: Chemistry Education Research and Practice, Vol. 18, No. 3, 01.01.2017, p. 403-419.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Developing laboratory skills by incorporating peer-review and digital badges
AU - Seery, Michael K.
AU - Agustian, Hendra Y.
AU - Doidge, Euan D.
AU - Kucharski, Maciej M.
AU - O'Connor, Helen M.
AU - Price, Amy
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Laboratory work is at the core of any chemistry curriculum but literature on the assessment of laboratory skills is scant. In this study we report the use of a peer-observation protocol underpinned by exemplar videos. Students are required to watch exemplar videos for three techniques (titrations, distillations, preparation of standard solutions) in advance of their practical session, and demonstrate the technique to their peer, while being reviewed. For two of the techniques (titrations and distillations), the demonstration was videoed on a mobile phone, which provide evidence that the student has successfully completed the technique. In order to develop digital literacy skills, students are required to upload their videos to a video sharing site for instructor review. The activity facilitated the issuing of digital badges to students who had successfully demonstrated competency. Students' rating of their knowledge, experience, and confidence of a range of aspects associated with each technique significantly increased as a result of the activity. This work, along with student responses to questions, video access, and observations from implementation are reported in order to demonstrate a novel and useful way to incorporate peer-assessment of laboratory skills into a laboratory programme, as well as the use of digital badges as a means of incorporating and documenting transferable skills on the basis of student generated evidence.
AB - Laboratory work is at the core of any chemistry curriculum but literature on the assessment of laboratory skills is scant. In this study we report the use of a peer-observation protocol underpinned by exemplar videos. Students are required to watch exemplar videos for three techniques (titrations, distillations, preparation of standard solutions) in advance of their practical session, and demonstrate the technique to their peer, while being reviewed. For two of the techniques (titrations and distillations), the demonstration was videoed on a mobile phone, which provide evidence that the student has successfully completed the technique. In order to develop digital literacy skills, students are required to upload their videos to a video sharing site for instructor review. The activity facilitated the issuing of digital badges to students who had successfully demonstrated competency. Students' rating of their knowledge, experience, and confidence of a range of aspects associated with each technique significantly increased as a result of the activity. This work, along with student responses to questions, video access, and observations from implementation are reported in order to demonstrate a novel and useful way to incorporate peer-assessment of laboratory skills into a laboratory programme, as well as the use of digital badges as a means of incorporating and documenting transferable skills on the basis of student generated evidence.
UR - http://www.scopus.com/inward/record.url?scp=85023176606&partnerID=8YFLogxK
U2 - 10.1039/c7rp00003k
DO - 10.1039/c7rp00003k
M3 - Journal article
AN - SCOPUS:85023176606
VL - 18
SP - 403
EP - 419
JO - Chemistry Education Research and Practice
JF - Chemistry Education Research and Practice
SN - 1109-4028
IS - 3
ER -
ID: 237147553