Abstract
This paper describes the utility of using simulated, rather than real, student solutions to problems within a peer-assessment setting and whether this approach can be used as a means of improving performance in chemical calculations. The study involved a small cohort of students, of two levels, who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment approach can be successfully used in lieu of standard peer-assessment and that student attitudes favour the simulated approach.
Original language | English |
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Pages (from-to) | 568-575 |
Number of pages | 8 |
Journal | Chemistry Education Research and Practice |
Volume | 15 |
Issue number | 4 |
Early online date | 28 Apr 2014 |
DOIs | |
Publication status | Published - 1 Oct 2014 |
Externally published | Yes |