A presentation by David McGarvey, Natalie Capel, Laura Hancock, Katherine Haxton, Martin Hollamby, Richard Jones and Daniela Plana, School of Chemical and Physical Sciences, Keele University from the Advance HE Assessment Symposium held on 24 October 2019.
Developing the Scientific Reporting Skills of Chemistry Students through Dialogic Assessment-Feedback Cycles and use of Journal Articles as Paradigms of Professional Practice.
This presentation describes a year-long assessment-feedback strategy to support the development of 1st year chemistry students' scientific reporting skills, in which emphasis is placed on the development of students’ assessment literacy and meaningful use of feedback. The approach is characterised by a series of iterative assessment-feedback cycles that are supported by assessment briefing sessions and a range of dialogic formative and collaborative learning activities (e.g. use of exemplars, use of assessment guidance and marking criteria, self/peer-review of draft work, use of journal articles, self-reporting of use of feedback).
