Learning organic chemistry can be difficult for students for a number of reasons, in particular because it requires a different approach to learning the material than previous chemistry courses students have taken. As such, instructors often must use different approaches to teach organic chemistry such that students can be successful in their learning of the discipline. This symposium invites speakers with interests in the thoughtful use of assessment strategies, both formative and summative, as they are used in organic chemistry courses and their associated laboratories. Empirical studies related to evaluating metacognition, alternative evaluation strategies, learning outcomes, concept inventory use, and other novel, innovative approaches are welcome.
Presider: David Cartrette, South Dakota State University
Related Papers Introduction (2:00 pm to 2:05 pm)
P831: Using timed, practice exams to promote self-assessment of learning (2:05 pm to 2:25 pm)
P832: Use of a practice organic exam for metacognition (2:25 pm to 2:45 pm)
P833: Use of exam reflections to assess student learning in organic chemistry classes (2:45 pm to 3:05 pm)
P834: Student performance in organic chemistry problems with different cognitive requirements (3:05 pm to 3:25 pm)
Break (3:25 pm to 3:40 pm)
P835: Students' knowledge and ability to transfer organic chemistry concepts to biochemistry (3:40 pm to 4:00 pm)
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