Agustian, Hendra Y.

Doidge, Euan D.

Kucharski, Maciej M.

O’connor, Helen M.

Price, Amy

Seery, Michael K.

English

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

Edinburgh Research Explorer

Developing laboratory skills by incorporating peer-review and digital badges

O'Connor, Helen M.

Copenhagen University Research Information System

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.</p

Michael K. Seery

Hendra Y. Agustian

Euan D. Doidge

Maciej M. Kucharski

Helen M. O’Connor

Amy Price

Crossref

Chemistry Education Research and Practice

https://www.pure.ed.ac.uk/ws/files/30880045/20170201_Seery_Badges_CERP_ASAP_PDF.pdf

Developing laboratory skills by incorporating peer-review and digital badges

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Edinburgh Research Explorer

Copenhagen University Research Information System

Crossref