ERIC Number: EJ820765
Record Type: Journal
Publication Date: 2007-Sep
Abstractor: As Provided
Reference Count: 16
Reworking Exams to Teach Chemistry Content and Reinforce Student Learning
Risley, John M.
Journal of Chemical Education, v84 n9 p1445-1447 Sep 2007
One meaningful approach to demonstrate to students the value of reworking exams is to offer an incentive to do so. This paper describes the strategy and effects of offering partial credit to students who rework answers originally answered incorrectly on an exam. This has proved largely successful for the last 10 years in several classes at the collegiate level. In the grading scheme used, the average percentage of the regrade on the final course grade is approximately 2-3%. While the regrade makes little difference in the final course grade for the majority of students, students are very appreciative of the opportunity afforded them, and this often changes their perspective of the class and the morale to a more positive attitude. Teachers in high school and in other disciplines may benefit from this approach.
Descriptors: Academic Achievement, Science Instruction, Chemistry, Undergraduate Students, College Students, Tests, Student Attitudes, Secondary School Teachers, Teaching Methods
Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail: firstname.lastname@example.org; Web site: http://www.jce.divched.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education; Secondary Education
Authoring Institution: N/A