Chemistry Education

June 27, 2012

Writer: Tara Fife, W. Leslie Manner, PhD; Share Ruebush, PhD; and Hector A. Becerril-Garcia, PhD

Background

I analyzed the gradebooks of several chemistry 105 courses taught by three different faculty members to see how the different assignments interrelate to produce a final grade.  We looked at genders separately.  A total of about 450 students grades were evaluated.

The Courses

  • — Course X
  • — Course Y
  • — Course Z
  • — Traditional
  • — Homework given but not graded
  • — In-class quizzes
  • — Four mid-term multiple choice exams
  • — Hybrid
  • — HW given and graded
  • — Online quizzes
  • — Three mid-term write on exams
  • — Pre-class reading
  • — POGIL (Process-Oriented, Guided Inquiry Learning)
  • — Homework given and graded
  • — In-class quizzes
  • — Three mid-term exams
  • — In-class worksheets
  • — Discovery learning

Methods

For each assessment type, I examined how well students did on each individual assignment, separating students by gender, to see if there was a gender bias.  To compare the effect of each assignment on an equal footing I calculated a normalized course score, where every type of assessment has equal weight.  I examined the correlation between the different assessments and the normalized final course grade.

First Place was Awarded

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