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  5. Graduate skills in chemistry: online delivery and assessment

Graduate skills in chemistry: online delivery and assessment

Project leader(s): 
Eleanor Crabb
Theme: 
Faculty: 
STEM
Status: 
Archived

This project seeks to embed the development of ‘graduate’ key skills in an incremental manner within an online chemistry curriculum. Such skills will be embedded via assessment with feedback activities. Evidence suggests that assessment associated with such activities encourages engaged and deep learning.

To maximise engagement and ‘buy-in’ from future students the project will seek input from students (via focus groups, surveys and interviews) at key points during the development of the resources: assessment activities, skill descriptors contextualised for students studying chemistry, and exemplars for use within PDP/skills portfolio exercises. In particular this project seeks to gain feedback from current students on assessment activities (both summative and text-based formative) related to skills development and use this to inform future curriculum assessment and feedback activities.

The generic skill descriptions outlined in the QAA benchmarks will be translated into more meaningful skills descriptors and exemplars contextualised for students studying chemistry. These descriptors will form an online tracking tool to enable students to monitor and receive feedback on their skills progression throughout the chemistry programme. One key aim, working with students, is to determine how best to define the skill descriptors at different levels.

Skills will be developed incrementally across the programme. Peer and tutor assessment activities will feed into this process, which itself can be used towards PDP activities such as the Undergraduate Skills Record (USR) produced by the RSC. The skill descriptors can also be used by students to inform their own practice during activities; as secondary school pupils use key stage level descriptions as a motivation to progress.
 

Crabb poster (PDF)

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